Making sense of making: critical issues in the integration of maker education into schools

Anna-Lena Godhe, Patrik Lilja, Neil Selwyn

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)317-328
Number of pages12
JournalTechnology, Pedagogy and Education
Volume28
Issue number3
DOIs
Publication statusPublished - 2019

Keywords

  • digital
  • maker education
  • maker technologies
  • Schools

Cite this

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Making sense of making : critical issues in the integration of maker education into schools. / Godhe, Anna-Lena; Lilja, Patrik; Selwyn, Neil.

In: Technology, Pedagogy and Education, Vol. 28, No. 3, 2019, p. 317-328.

Research output: Contribution to journalArticleResearchpeer-review

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