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

Journal article
Authors Anna-Lena Godhe
Patrik Lilja
Neil Selwyn
Published in Technology, Pedagogy and Education
Volume 28
Issue 3
Pages 317-328
ISSN 1475-939X
Publication year 2019
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Education, Communication and Learning
Pages 317-328
Language en
Keywords digital, maker education, maker technologies, Schools
Subject categories Learning


© 2019, © 2019 Association for Information Technology in Teacher Education. 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.

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