This article details a qualitative, case study focusing on the affordances of innovative makerspaces for teaching and learning. The theoretical perspectives framing the research include embodied learning, materiality, neuroarchitecture, and structuralism as it relates to power, inclusion, and engagement within a learning space. Findings provide an overview of how the physical space (including the architecture of, and the furniture and materials within, the space) became an actor in the learning process. Three schools are highlighted as the case study examples. A detailed overview is provided of each of the spaces and the findings are supported through rich descriptions and a variety of data sources (i.e., teacher quotes, Twitter posts, images). This study is timely given that many Ontario schools have been and continue to build makerspaces to respond to the need to develop students' global skills and competencies (critical thinking; innovation and creativity; self-directed learning; collaboration; communication; and citizenship).

This qualitative research involved the development of 12 weeks of twice-weekly virtual maker professional learning (PL) sessions for K–12 and post-secondary educators at the beginning of the COVID-19 pandemic. The sessions were developed by four researchers from a maker lab in Ontario, Canada that moved entirely online in March 2020. The research question driving the study was: what are best practices related to virtual maker professional learning? Findings and implications related to this question include: a) technical issues should be anticipated and addressed in advance of each session; b) simple, hands-on activities are most effective for online maker professional learning; c) collaboration are pivotal to a rich online maker professional learning experience; d) using free, virtual tools is imperative for equitable access and learning; and e) adaptability is key when working with a diversity of learners/teachers from varied subjects and divisions.

In this chapter, we explore the dual role of Generative AI in both harnessing and hampering creativity in preservice teacher (PST) education. On one hand, Generative AI (GAI) tools, such as ChatGPT, Adobe Firefly and other programs, offer novel opportunities for enhancing PST creativity. By providing automated assistance in generating ideas, solving problems, and producing artistic content, these technologies can empower PSTs to explore new avenues of expression and innovation. Used effectively, they can foster a conducive environment for creative exploration and self-expression. On the other hand, the widespread adoption of GAI in education raises concerns regarding its potential negative impacts on student and teacher creativity. An overreliance on AI-generated content may inhibit intrinsic motivation, critical thinking skills, and originality, leading to a reduction in creative autonomy and self-efficacy. In this chapter, we share PSTs’ impressions and experiences related to their use of ChatGPT to design creative lesson plans.

This study took place at the beginning of the COVID-19 pandemic when most schools worldwide were making the transition to online teaching and learning. Through this single-case study design, the study examined the learning experiences of a group of teachers engaged in interactive, inquiry-based professional learning focused on math, making and coding during a shift to emergency remote teaching. The primary objective was to identify promising practices for online professional learning (PL) focused on math and coding using a maker-pedagogies approach to teaching and learning, based on the teachers’ learning experiences. Study participants included 20 teachers from a rural school board in Northern Ontario, Canada. Findings indicated that the following may be considered as promising practices when developing and implementing virtual math and coding PL from a maker perspective. It is important to: a) balance sessions focused on specific math and coding content with more general sessions focused on learning the various maker-technology tools; b) include both synchronous and asynchronous learning opportunities for the variety of teachers involved in the learning; c) include collaborative learning in the teacher PL and a virtual platform that can support this type of social learning; d) ensure the PL sessions are on-going as opposed to one-off or isolated sessions. This research suggests that online professional learning sessions need to consider three elements: the teacher, the content, and the learning environment and offers important recommendations for future work in this area.