The Maker Movement in Education: Designing, Creating, and Learning Across Contexts

The process of making useful objects was an everyday activity in both schools and homes throughout the twentieth century. The learning that occurs through the experience of making and the learning that occurs through instruction in new media share an unexpected pedagogical kinship. Similarly, the ph...

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Bibliographic Details
Published in:Harvard educational review 2014-12, Vol.84 (4), p.492-494
Main Author: [Unknown]
Format: Article
Language:English
Subjects:
Computers
Constructivism (Learning)
Consumers
Creativity
Education
Educational Change
Educational policy
Educational Researchers
Educational Technology
Independent study
Interpersonal relations
Inventions
Kinship
Language Arts
Learner Engagement
Learning environment
Learning Processes
Learning theories
Pedagogy
Problem Based Learning
Schools
Science education
Science Instruction
Student Attitudes
Students
Teachers
Teaching Methods
Young Adults
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Summary:The process of making useful objects was an everyday activity in both schools and homes throughout the twentieth century. The learning that occurs through the experience of making and the learning that occurs through instruction in new media share an unexpected pedagogical kinship. Similarly, the phenomenon that some have termed the "maker movement," which describes the wave of interest in constructing and sharing personal inventions and creative artifacts, reconfigures the learner as a producer rather than a consumer. In this symposium, as in the held at large, there are elements of research on making that feel both old and new in their contributions to learning theories and contexts. The authors encourage the readers to use this symposium as a springboard for understanding and exploring the many questions, opportunities, and challenges that are increasingly salient as the maker movement gains traction in educational contexts.
ISSN:0017-8055
1943-5045
DOI:10.17763/haer.84.4.b1p1352374577600