The Maker Movement in Education
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.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Halverson and Sheridan (2014) challenged the notion of making as fundamentally democratizing and concluded that an expanded sense of what counts may legitimate a broader range of identities, practices, and environments.
“The authors challenged the notion of making as fundamentally democratizing and concluded, ''An expanded sense of what counts may legitimate a broader range of identities, practices, and environments-a bold step toward equity in education'' (p.503).”
From Who Is Welcome Here? A Culturally Responsive Content Analysis of Makerspace Websites (2020) · cites this paper as Halverson and Sheridan, 2014
Cited by
Sorted by citations
Empirical studies on the Maker Movement, a promising approach to learning: A literature review
Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2017) · Entertainment Computing · doi:10.1016/j.entcom.2016.09.002 · Cited by 317 · see citing works
Robot will take your job: Innovation for an era of artificial intelligence
Rampersad, G. (2020) · Journal of Business Research · doi:10.1016/j.jbusres.2020.05.019 · Cited by 240 · see citing works
Spikol, D., Ruffaldi, E., Dabisias, G., & Cukurova, M. (2018) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12263 · Cited by 180 · see citing works
Making sense of making: critical issues in the integration of maker education into schools
Godhe, A.-L., Lilja, P., & Selwyn, N. (2019) · Technology, Pedagogy and Education · doi:10.1080/1475939x.2019.1610040 · Cited by 128 · see citing works
Assessing learning in technology-rich maker activities: A systematic review of empirical research
Lin, Q., Yin, Y., Tang, X., Hadad, R., & Zhai, X. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103944 · Cited by 90 · see citing works
Chu, S. L., Angello, G., Saenz, M., & Quek, F. (2017) · Entertainment Computing · doi:10.1016/j.entcom.2016.08.007 · Cited by 84 · see citing works
Welch, A. N., & Wyatt-Baxter, K. (2018) · Library Hi Tech · doi:10.1108/lht-08-2017-0181 · Cited by 16 · see citing works
Santos, P., El Aadmi, K., Calvera-Isabal, M., & Rodríguez, A. (2025) · International Journal of Technology and Design Education · doi:10.1007/s10798-025-10001-6 · Cited by 15 · see citing works
“Rooted in problem-based learning (PBL), hands-on manipulation, and the principles of tinkering and learning by doing (Halverson & Sheridan, 2014; Blikstein, 2018), Maker activities place students at the center of their learning, actively engaging them in projects that require them to apply…”
Who Is Welcome Here? A Culturally Responsive Content Analysis of Makerspace Websites
Kye, H. (2020) · Journal of Pre-College Engineering Education Research (J-PEER) · doi:10.7771/2157-9288.1190 · Cited by 14 · see citing works
“Halverson and Sheridan (2014) located the maker movement within scholarly conversations about progressive education and best practices for teaching and learning.”
BackgroundMobile Makerspace Carts: A Practical Model to Transcend Access and Space
Smith, S. (2017) · Advances in Mobile and Distance Learning · doi:10.4018/978-1-5225-2122-8.ch004 · Cited by 1 · see citing works
- Authors
- Halverson, E. R., & Sheridan, K.
- Venue
- Harvard Educational Review
- Publisher
- Harvard Education Publishing Group
- Published
- 2014-12-01
- Volume
- 84
- Issue
- 4
- Pages
- 495-504
- ISSN
- 0017-8055 (ISSN-L)
- 1943-5045
- OpenAlex
- W1840865377
- Cited by
- 1,151
- References
- 0
- Citations by year
- 2026: 61 · 2025: 78 · 2024: 113 · 2023: 101 · 2022: 135 · 2021: 124 · 2020: 150 · 2019: 117 · 2018: 114 · 2017: 94 · 2016: 48 · 2015: 11 · 2014: 4
- FWCI
- 77.92
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Harvard Educational Review (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Physical Sciences › Computer Science › Information Systems › Digital Education and Society
- Keywords
- maker culture, informal education, formal education, pedagogy, teaching-learning process
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
