Making sense of making: critical issues in the integration of maker education into schools
Abstract
This article considers growing calls for the integration of so-called ‘maker technologies’ and associated ‘maker’ practices into schools and other formal education settings. Moving on from the largely celebratory literature in this area, the article seeks to further explore the tensions between the educational potential of maker technology and the realities of its use in school and classroom contexts. In particular, the article focuses on fundamental – but so far little acknowledged – tensions surrounding the social, cultural, political contexts of maker education, alongside the epistemological and pedagogical characteristics of maker technologies as tools for learning. It is concluded that maker education must not be seen as a ready fit with formal schooling. Instead, teachers and schools are likely to require sustained support to make the most of maker technologies within the demands and constraints of contemporary school contexts.
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The integration of maker education in schools remains an innovative practice that necessitates a deeper comprehension of the benefits and exploration of ways to reconfigure maker activities for integration within schools.
“As pointed out by authors such as Papavlasopoulou et al. (2017) and Godhe et al. (2019), the integration of maker education in schools remains an innovative practice that necessitates, on one hand, a deeper comprehension of the benefits of this approach, and on the other hand, exploration of ways in which maker activities can be reconfigured for integration within schools.”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Godhe et al. (2019)
STEM and Technology subjects are commonly chosen as suitable areas for the integration of maker education in schools.
“The same authors also suggest that, generally, STEM and Technology subjects are commonly chosen as suitable areas for the integration of maker education in schools.”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Godhe et al. (2019)
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“As pointed out by authors such as Papavlasopoulou et al. (2017) and Godhe et al. (2019), the integration of maker education in schools remains an innovative practice that necessitates, on one hand, a deeper comprehension of the benefits of this approach, and on the other hand, exploration of ways…”
- Authors
- Godhe, A.-L., Lilja, P., & Selwyn, N.
- Affiliations
- Malmö University (SE)
- Halmstad University (SE)
- Monash University (AU)
- Corresponding author
- Selwyn, Neil
- Venue
- Technology, Pedagogy and Education
- Publisher
- Informa UK Limited
- Published
- 2019-05-14
- Volume
- 28
- Issue
- 3
- Pages
- 317-328
- ISSN
- 0962-029X (ISSN-L)
- 1475-939X
- 1747-5139
- OpenAlex
- W2945404148
- Cited by
- 128
- References
- 42
- Citations by year
- 2026: 13 · 2025: 18 · 2024: 24 · 2023: 23 · 2022: 21 · 2021: 18 · 2020: 10 · 2019: 1
- FWCI
- 13.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Technology Pedagogy and Education (publishedVersion)
- Malmö University Publications (Malmö University) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Computer Science › Information Systems › Digital Education and Society
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Keywords
- maker education, school integration, teaching practice, epistemology of learning, pedagogy, teacher support, formal education, educational technology
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