New Materialities and Maker Paradigms in Schools
Chapter 11. What Was Learned
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WHAT WAS LEARNED
This study began with the desire to learn how, or if, teachers’ use of digital making tools and materials affected their practice. As it turned out, the assumptions embedded in that simplistically linear proposition threw me a curve as soon as I tangled with the complexities of day-to-day practice at the school. In this chapter I’ll summarize what I’ve learned. First, I’ll review the connections and resistance I encountered. And second, I’ll highlight some of the missed and approaching opportunities for teaching and learning in makerspaces and digital media labs that I observed.
Summary of the Study
Enacting Digital Making and Learning Pedagogies
With the typology of the Ways and Challenges (Table 6) I sought to identify digital making and learning pedagogy by holding teaching practices as entities, or things, or as enacted materialities, and by attempting to trace associations between existing and emergent ways of teaching. This sense of practice was derived from closely attending to what participants were saying and doing. As a description of teaching practice, and how teaching changes, I linked the ← 221 | 222 → emergence of digital making and learning to the literature of various learning and knowing traditions, including maker education, art education, and digital media learning—which is also known as situated or connected learning (as described in Chapter 2); and to a notion of digital materiality and its affordances that I derived from new materialism...
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