Abstract
The paper reports an action research study that investigated pre-service teachers’ beliefs about service-learning in a Makerspace lab at an elementary school. As part of the service-learning project requirement in an Educational Technology course, the pre-service teachers were asked to work in an elementary school to provide service to the technology teacher and the school students utilizing what they had learned in the university course. The findings of the research indicated that the service-learning experience at the elementary school’s Makerspace lab had positive impact on pre-service teachers’ self-efficacy on technology competency, their beliefs in technology integration in future classroom instructions, and their understanding of the role of technology in education.
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