The Maker Movement in Education
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| Title: | The Maker Movement in Education |
|---|---|
| Language: | English |
| Authors: | Halverson, Erica Rosenfeld, Sheridan, Kimberly M. |
| Source: | Harvard Educational Review. Win 2014 84(4):495-504. |
| Availability: | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Design, Design Crafts, Educational Research, Essays, Informal Education, Conventional Instruction, Educational Practices, Activism, Definitions, Creative Activities, Creativity, Innovation, Influences, Educational Change, Progressive Education, Communities of Practice, Professional Identity, Educational Development, Educational History, Intellectual History |
| ISSN: | 0017-8055 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2014 |
| Access URL: | https://hepg.metapress.com/link.asp?target=contribution&id=34J1G68140382063 |
| Accession Number: | EJ1048053 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 0017-8055 |
