Peter Samuelson Wardrip
Biographic Data
| ID | 2821550 |
|---|---|
| NAME | Peter Samuelson Wardrip |
| GIVEN NAMES | Peter Samuelson |
| FAMILY NAME | Wardrip |
| SIGNATURE | WARDRIP P S |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0003-1250-978X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Technology Integration as a Spectrum
This study explores how early childhood preservice teachers use technology in PreK-3 classrooms, focusing on the alignment between their intentions and actual practices. Using the ‘Technology Integration as a Spectrum (TIS)’ model, the study identifies four types of technology use. Findings reveal that preservice teachers primarily use technology for adult- or software-driven goals, which often contradict their pedagogical beliefs. Although they …
Analyzing properties of success for assessment development in maker-based learning
Public libraries have embraced the popularity of maker education and makerspaces by integrating maker education in their program offerings, and by developing makerspaces that enable patrons to tinker and create products. But less attention has been paid to supporting librarians and maker educators in assessing the impact of these spaces. To expand assessment scholarship and practices related to public library makerspaces, we offer two contributio…
Design tensions in developing and using observation and assessment tools in makerspaces
Making observations
In this paper, we share and reflect on the co‐development of an assessment tool for educators; an observation tool to identify evidence of learning and engagement in a museum and library makerspaces. Through a collaborative and iterative design process with educators, we co‐developed, revised, and refined an observation tool to be used by maker educators, researchers, and evaluators. Through this process, we evolved roles that leveraged the stren…
The Seek & Share Resources Tool
The maker movement has grown rapidly in educational contexts during the past decade. The field now needs valid, reliable measurement tools to capture learning that occurs in maker-based activities. In this study, facilitators and researchers from five organizations engaged in a codesign process to develop a tool measuring how learners seek and share resources while making. We describe our process of collaboratively developing, testing, and revisi…
Educators enacting online learning support roles in remote educational experiences
Facilitated Making in Museum‐Based Educational Makerspaces
The Maker Movement is on the rise and research shows that the ways educators facilitate making activities is a key element of supporting children’s learning and development in this setting. As a field, we need to better understand how educators and children interact in makerspaces and the context that surrounds facilitation. In this study, we describe a research‐practice partnership between 11 museum educators and 4 researchers. Over two years, p…
Finding the Right Window Into What They’re Doing”
What do you think youth workers do? A comparative case study of library and afterschool workers
Globalisation
Globalisation
What do you think youth workers do? A comparative case study of library and afterschool workers
Educators enacting online learning support roles in remote educational experiences
Facilitated Making in Museum‐Based Educational Makerspaces
The Maker Movement is on the rise and research shows that the ways educators facilitate making activities is a key element of supporting children’s learning and development in this setting. As a field, we need to better understand how educators and children interact in makerspaces and the context that surrounds facilitation. In this study, we describe a research‐practice partnership between 11 museum educators and 4 researchers. Over two years, p…
Finding the Right Window Into What They’re Doing”
The Seek & Share Resources Tool
The maker movement has grown rapidly in educational contexts during the past decade. The field now needs valid, reliable measurement tools to capture learning that occurs in maker-based activities. In this study, facilitators and researchers from five organizations engaged in a codesign process to develop a tool measuring how learners seek and share resources while making. We describe our process of collaboratively developing, testing, and revisi…
Analyzing properties of success for assessment development in maker-based learning
Public libraries have embraced the popularity of maker education and makerspaces by integrating maker education in their program offerings, and by developing makerspaces that enable patrons to tinker and create products. But less attention has been paid to supporting librarians and maker educators in assessing the impact of these spaces. To expand assessment scholarship and practices related to public library makerspaces, we offer two contributio…
Design tensions in developing and using observation and assessment tools in makerspaces
Making observations
In this paper, we share and reflect on the co‐development of an assessment tool for educators; an observation tool to identify evidence of learning and engagement in a museum and library makerspaces. Through a collaborative and iterative design process with educators, we co‐developed, revised, and refined an observation tool to be used by maker educators, researchers, and evaluators. Through this process, we evolved roles that leveraged the stren…
Technology Integration as a Spectrum
This study explores how early childhood preservice teachers use technology in PreK-3 classrooms, focusing on the alignment between their intentions and actual practices. Using the ‘Technology Integration as a Spectrum (TIS)’ model, the study identifies four types of technology use. Findings reveal that preservice teachers primarily use technology for adult- or software-driven goals, which often contradict their pedagogical beliefs. Although they …
Pedagogy (8 works) · Psychology (8 works) · Computer Science (7 works) · Sociology (7 works) · Educational technology (5 works) · Knowledge management (5 works) · Mathematics education (5 works) · Teaching and Learning Programming (5 works) · Political science (4 works) · Artificial Intelligence (2 works)