You are here:

The MakeCamp Pilot Option for Professional Development: Sociocultural Sustainable Innovation

, Pepperdine University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


This paper proposes a disruptive innovation for educational, professional development: a summer Makerspace camp for K-12 educators called the MakeCamp. Educational and Community resources coalesce to produce the summer MakeCamp pilot. This paper proposes that a Makerspace innovation that leverages best practices of Autonomy, Resources, Time, and Expert guidance (Darling-Hammond, 2013) that are necessary for effective professional development. The resulting peer-to-peer network MakeCamp follows a research-based, 3-phase initiative from ideation to sustainability. The MakeCamp Pilot Option innovation is supported by learning theories of experiential learning, constructivism, constructionism, and the TPACK instructional framework. This paper provides research support, implementation plan, schedule, and a QR-code to access resource handouts for immediate implementation.


Teague, H. (2016). The MakeCamp Pilot Option for Professional Development: Sociocultural Sustainable Innovation. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2375-2380). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .


View References & Citations Map


  1. Ackermann, E. (2010). Constructivism(s): Shared roots, crossed paths, multiple legacies. Proc.of Constructionism.
  2. Billett, S. (1996). Situated learning: Bridging sociocultural and cognitive theorizing [sic]. Learning and instruction, 6(3), 263-280.
  3. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  4. Buechley, L., Qiu, K. (2013). Sew Electric. HLT Press.
  5. Ching, C.C., & Kafai, Y.B. (2008). Peer Pedagogy: Student collaboration and reflection in a learning-throughdesign project. Teachers College Record, 110, 2601-2632.
  6. Corcoran, B. (2015). Dale Dougherty, Father of the Maker Movement Talks About Breaking Rules, Erasers & Building a Learning Culture. EdSurge. Retrieved from:
  7. Darling-Hammond, L. (2009). Teaching in the change wars: the professionalism hypothesis. In Wise, C., Bradshaw, P., & Cartwright, M. (2012). Leading Professional Practice in Education. SAGE.
  8. Darling-Hammond, L. (2013). Building a profession of teaching. In Back to the Future (pp. 3-27). Sense Publishers.
  9. Dewey, J. (1938). Experience and education. New York: Macmillan.
  10. Donaldson, J. (2014). The Maker Movement and the Rebirth of Constructionism. Hybrid Pedagogy. Retrieved from
  11. Dougherty, D. (2013). Build a Makerspace| MAKE. Retrieved from
  12. Duckworth, E. (1972). The having [sic] of wonderful ideas. Harvard Educational Review, 42(2), 217-231.
  13. Duckworth, E. (2009). Helping Students Get to Where Ideas Can Find Them. The New Educator 5(3), 185-188.
  14. Dunn, S.K., & Larson, R. (1990). Design Technology: Children's Engineering. Falmer Press.
  15. Ermeling, B.A. (2010). Tracing the effects of teacher inquiry on classroom practice. Teaching and Teacher Education, 26(3), 377-388.
  16. Greeno, J.G. (1998). The situativity [sic] of knowing, learning, and research. American Psychologist, 53(1), 5.
  17. Hatch, M. (2014). The maker movement manifesto: Rules for innovation in the new world of crafters, hackers, and tinkerers. McGraw-Hill Education.
  18. Joyce, B.R., & Showers, B. (2002). Student achievement through staff development. ASCD.
  19. Kafai, Y. (2006). Constructionism. In Sawyer, R.K. The Cambridge Handbook of the Learning Sciences, Cambridge University Press.
  20. Kapur, M. (2010). Productive failure in mathematical problem solving. Instructional Science, 38(6), 523-550.
  21. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
  22. Kotter, J.P. (1996). Leading Change. Harvard Business Press.
  23. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  24. Martinez, S.L., & Stager, G. (2013). Invent to Learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press.
  25. McLuhan, M. (1964). The medium is the message. Hardwired, San Francisco.
  26. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
  27. Ormerod, T.C. (2005). Planning and ill-defined problems. The cognitive psychology of planning, 1, 53-70.
  28. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books. Pfister, Rachel C. (2014). Hats for House Elves: Connected Learning and Civic Engagement in Hogwarts at Ravelry. Irvine, CA: Digital Media and Learning Research Hub.
  29. Ritchhart, R. (2015). Creating Cultures of Thinking: The 8 forces we must master to truly transform our schools. John Wiley& Sons.
  30. Rushkoff, D. (2010). Program or be Programmed. Or Books.
  31. Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  32. Stager, G.S. (1995). In Australia: Laptop Schools Lead the Way in Professional Development. Educational Leadership, 53, 78-78.
  33. Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, Harvard University Press.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact