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Making sense of mak...
Making sense of making : Critical issues in the integration of maker education into schools
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- Godhe, Anna-Lena (författare)
- Gothenburg University,Göteborgs universitet,Malmö universitet,Institutionen för kultur, språk och medier (KSM),Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden & Department of Culture, Language and Media, Malmö University, Sweden,Linnécentret for forskning om lärande (LinCS),Institutionen för pedagogik, kommunikation och lärande,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS),Department of Education, Communication and Learning
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- Lilja, Patrik, 1973- (författare)
- Gothenburg University,Göteborgs universitet,Högskolan i Halmstad,Centrum för lärande, kultur och samhälle (CLKS),Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden; School of Education, Humanities and Social Sciences, Halmstad University, Halmstad, Sweden,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning
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- Selwyn, Neil (författare)
- Faculty of Education, Monash University, Clayton, VIC, Australia
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(creator_code:org_t)
- London, UK : Taylor & Francis, 2019
- 2019
- Engelska.
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Ingår i: Technology, Pedagogy and Education. - London, UK : Taylor & Francis. - 1475-939X .- 1747-5139. ; 28:3, s. 317-328
- Relaterad länk:
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
Nyckelord
- Maker education
- Constructionism
- digital technologies
- Makerspaces
- konstruktionism
- digitala teknologier
- digital
- maker education
- maker technologies
- Schools
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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