Making sense of making: critical issues in MakerEd

Making sense of making: critical issues in MakerEd

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Neil Selwyn and colleagues from Gothenburg University have a new article published in Technology Pedagogy & Education. The article provides a critical overview of the integration of so-called ‘maker technologies’ and associated ‘maker’ practices into schools and other formal education settings. In particular, the article explores the tensions between the educational potential of maker technology and the realities of its use in school and classroom contexts. These include a number of fundamental tensions surrounding the social, cultural, political contexts of maker education, alongside the epistemological and pedagogical characteristics of maker technologies as tools for learning.

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