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Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis

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Title: Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis
Language: English
Authors: Niina Niinimäki (ORCID 0000-0003-3959-9498), Kati Sormunen (ORCID 0000-0002-0775-7044), Pirita Seitamaa-Hakkarainen (ORCID 0000-0001-7493-7435), Sini Davies (ORCID 0000-0003-3689-7967), Kaiju Kangas (ORCID 0000-0001-9568-5310)
Source: Journal of Computer Assisted Learning. 2025 41(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Cooperative Learning, Experiential Learning, Technological Literacy, Student Projects, Problem Based Learning, Grade 7, Grouping (Instructional Purposes), Teamwork, Middle School Students, Creative Activities, Design, Electronics, Textiles Instruction, Clothing, Engineering, Programming, Design Crafts
DOI: 10.1111/jcal.13114
ISSN: 0266-4909
1365-2729
Abstract: Background: Implementing maker education in schools is on the rise, fuelled by its potential to move formal education towards a creative, technology-driven 21st century learning culture. In maker education, collaborative learning takes place through and around various digital and traditional technologies, which provide the means for students' creative activities. However, research is scarce on how maker education promotes students' technological competence and how students develop different features of that competence. Objectives: This study investigates the learning of technological competence in formal education collaborative maker projects focusing on designing and making electronic textiles (e-textiles). Methods: The data consisted of student teams' discourse from classroom video data, in which five 7th-grade student teams (3-6 students/team, 13- to 14-year-olds) were engaged in designing and making e-textiles. Their discourse was categorised into five technology dimensions--crafting, designing, engineering, programming, and documenting--and epistemic network analysis was used to model the co-occurrences of the dimensions. Results and Conclusions: All five technology dimensions were present in four of the five teams, but the learning outcomes--that is, the emphasis and connections of the dimensions--varied between the teams. Learning was promoted when technology was used as means for joint construction of knowledge objects but hindered when viewed only as tool for task execution. The results indicate that collaborative maker projects enable the learning of comprehensive technological competence including knowledge and skills related to both digital and traditional technologies. However, implementing a maker project in schools is insufficient to guarantee that all technology dimensions will be addressed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459021
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Niina+Niinimäki%22">Niina Niinimäki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3959-9498">0000-0003-3959-9498</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kati+Sormunen%22">Kati Sormunen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0775-7044">0000-0002-0775-7044</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pirita+Seitamaa-Hakkarainen%22">Pirita Seitamaa-Hakkarainen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7493-7435">0000-0001-7493-7435</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sini+Davies%22">Sini Davies</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3689-7967">0000-0003-3689-7967</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kaiju+Kangas%22">Kaiju Kangas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9568-5310">0000-0001-9568-5310</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 18
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grouping+%28Instructional+Purposes%29%22">Grouping (Instructional Purposes)</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Activities%22">Creative Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Electronics%22">Electronics</searchLink><br /><searchLink fieldCode="DE" term="%22Textiles+Instruction%22">Textiles Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Clothing%22">Clothing</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Design+Crafts%22">Design Crafts</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jcal.13114
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Implementing maker education in schools is on the rise, fuelled by its potential to move formal education towards a creative, technology-driven 21st century learning culture. In maker education, collaborative learning takes place through and around various digital and traditional technologies, which provide the means for students' creative activities. However, research is scarce on how maker education promotes students' technological competence and how students develop different features of that competence. Objectives: This study investigates the learning of technological competence in formal education collaborative maker projects focusing on designing and making electronic textiles (e-textiles). Methods: The data consisted of student teams' discourse from classroom video data, in which five 7th-grade student teams (3-6 students/team, 13- to 14-year-olds) were engaged in designing and making e-textiles. Their discourse was categorised into five technology dimensions--crafting, designing, engineering, programming, and documenting--and epistemic network analysis was used to model the co-occurrences of the dimensions. Results and Conclusions: All five technology dimensions were present in four of the five teams, but the learning outcomes--that is, the emphasis and connections of the dimensions--varied between the teams. Learning was promoted when technology was used as means for joint construction of knowledge objects but hindered when viewed only as tool for task execution. The results indicate that collaborative maker projects enable the learning of comprehensive technological competence including knowledge and skills related to both digital and traditional technologies. However, implementing a maker project in schools is insufficient to guarantee that all technology dimensions will be addressed.
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1459021
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      – Type: doi
        Value: 10.1111/jcal.13114
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grouping (Instructional Purposes)
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      – SubjectFull: Teamwork
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      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Creative Activities
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      – SubjectFull: Design
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      – SubjectFull: Electronics
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      – SubjectFull: Textiles Instruction
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      – SubjectFull: Clothing
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      – SubjectFull: Engineering
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      – SubjectFull: Programming
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      – SubjectFull: Design Crafts
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    Titles:
      – TitleFull: Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis
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            NameFull: Niina Niinimäki
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              Y: 2025
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