Great overview of making in schools…however, there is a danger that edtech enthusiasts should be aware of:
Making and building can foster learning in a variety of ways that mesh with long-established theories of how learning unfolds…Kalil (2013) defines makers as ‘‘people who design and make things on their own time because they find it intrinsically rewarding to make, tinker, problem-solve, discover, and share what they have learned’’ (p. 12).
…the history of the adoption of computers in schools suggests a lurking danger: a seductive, but fatally flawed conceptualization of the Maker Movement that assumes its power lies primarily in its revolutionary tool set, and that these tools hold the power to catalyze transformations in education.
Given the growing enthusiasm for making, there is a distinct danger that its incorporation into school settings will be tool-centric and thus incomplete. In my view, a tool-centric approach to integrating making into education will certainly fail, as it will neglect the critical elements of community and mindset.
As we consider the promise of the Maker Movement for education, we must actively resist this tendency to oversimplify.
Source: Martin, Lee (2015) “The Promise of the Maker Movement for Education,” Journal of Pre-College Engineering Education Research (J-PEER): Vol. 5: Iss. 1, Article 4.