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Making sense of making: Critical issues in the integration of maker education into schools
Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden & Department of Culture, Language and Media, Malmö University, Sweden.
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
Faculty of Education, Monash University, Australia.ORCID iD: 0000-0001-9489-2692
2019 (English)In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 28, no 3, p. 317-328Article in journal (Refereed) Published
Abstract [en]

This article considers growing calls for the integration of so-called ‘maker technologies’ and associated ‘maker’ practices into schools and other formal education settings. Moving on from the largely celebratory literature in this area, the article seeks to further explore the tensions between the educational potential of maker technology and the realities of its use in school and classroom contexts. In particular, the article focuses on fundamental – but so far little acknowledged – tensions surrounding the social, cultural, political contexts of maker education, alongside the epistemological and pedagogical characteristics of maker technologies as tools for learning. It is concluded that maker education must not be seen as a ready fit with formal schooling. Instead, teachers and schools are likely to require sustained support to make the most of maker technologies within the demands and constraints of contemporary school contexts. © 2019 Association for Information Technology in Teacher Education.

Place, publisher, year, edition, pages
London, UK: Taylor & Francis, 2019. Vol. 28, no 3, p. 317-328
Keywords [en]
Maker education, Constructionism, digital technologies
Keywords [sv]
Makerspaces, konstruktionism, digitala teknologier
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hh:diva-41248DOI: 10.1080/1475939X.2019.1610040ISI: 000470451300001Scopus ID: 2-s2.0-85065843631OAI: oai:DiVA.org:hh-41248DiVA, id: diva2:1378517
Available from: 2019-12-13 Created: 2019-12-13 Last updated: 2019-12-13Bibliographically approved

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