Identifying and defining the activities that are maker education: An international view

David Ellis

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Identifying and defining the activities that are maker education: An international view

Conference proceeding

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Identifying and defining the activities that are maker education: An international view

David Ellis

pp.115-117

10th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc), 10 (Swinburne University of Technology, Hawthorn, Victoria, Australia, 05/12/2018 - 08/12/2018)

2018

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Fostering applied design led innovation capabilities. Proceedings of the 10th International Biennial Design and Technology Teacher’s Association Research Conference (DATTArc) 2018 (Vol. 10)4.96 MBDownload View

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Abstract

Make

STEM

STEAM

Technology Education

Creative Arts, Media and Communication Curriculum and Pedagogy

Design

Curriculum

The article reveals that the activities of maker education are not new, but merely an enthusiastic push that has been encouraged by the access and availability of new technologies. Identified activities and terms used to define ‘maker education’ were also represented within more established and nuanced labels of education such as technology education, Design and Technology Education and STEM education to name a few. These connections have established that there is a distinction to be drawn between maker education and other maker movement labels such as ‘tinkering’, and ‘hacking’ in that maker education is ‘in-school’ and considered to be formally embedded into the school curriculum, as opposite to an out-of-school hobby (Hsu, Baldwin, & Ching, 2017). In developing an understanding of ‘maker education’, rather than the ‘maker movement’, maker education activities involved an ecological interaction between students and teachers and relevant stakeholders. The benefits of this interaction have been described to contribute to an overall transformative process. The result is not just the realisation of the ‘made’ artefact, where what has been transformed from the “mind’s eye” (McLaren, Stables, & Bain, 2006) becomes a tangible object, but the transformation of the learner. It is not just the development of ‘relevant’ skills and knowledge viewed from a traditional technical knowledge, vocational foci that are acquired during the making process, but a more holistic transformation.

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Title: Identifying and defining the activities that are maker education: An international view
Creators: David Ellis (Author) - Southern Cross University
Contributors: Kurt Seeman (Editor)
P J Williams (Editor)
Publication Details: pp.115-117
Conference: 10th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc), 10 (Swinburne University of Technology, Hawthorn, Victoria, Australia, 05/12/2018 - 08/12/2018)
Publisher: DATTArc and Swinburne University of Technology; Hawthorne, Victoria, Australia
Identifiers: 991012845899902368
Copyright: Attributions: Creative Commons: https://creativecommons.org/licenses/by/4.0/ © 2018 Design and Technology Teacher’s Association Research Conference jointly with Swinburne University of Technology
Academic Unit: Faculty of Education; School of Education
Language: English
Resource Type: Conference proceeding

Identifying and defining the activities that are maker education: An international view

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