November 1st, 2014 | RESEARCH
In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.
Document
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Team Members
Erica Halverson, Author, University of Wisconsin-MadisonKim Sheridan, Author, George Mason University
Citation
Identifier Type: DOI
Identifier: 10.17763/haer.84.4.34j1g68140382063
Publication: Harvard educational review
Volume: 84
Number: 4
Page(s): 495-504
Funders
Funding Source: NSF
Funding Program: Cyberlearning
Award Number: 1216994
Related URLs
Full Text
Learning in the Making: Studying and Designing Makerspaces
Tags
Audience: Educators | Teachers | General Public | Museum | ISE Professionals
Discipline: Computing and information science | Education and learning science | Engineering | Technology
Resource Type: Mass Media Article | Reference Materials
Environment Type: Informal | Formal Connections | K-12 Programs | Making and Tinkering Programs | Public Programs