Ask any teacher and they’ll likely agree that one of the most significant challenges in their work is implementing innovative material using new technologies or modalities they have not yet learned or mastered. In a recent study I conducted at Mount Saint Vincent University in Atlantic Canada, I asked seasoned in-service teachers to document their thought processes as they engaged in maker activities that were new to them. I was interested in finding out what happens when teachers engage in makerspace literacy activities.
Most teacher participants in this maker study agreed that the professional development they receive, usually once or twice a year, is insufficient to support them in maker curriculum implementation and development throughout the school months. Ideally, professional development should be ongoing, and schools should support maker activities with
