New Materialities and Maker Paradigms in Schools
Chapter 6. Contact Points: The Ways
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CONTACT POINTS: THE WAYS
At the beginning of this project, as I started learning my way around the nooks and crannies of the townhouses, listening to participants and observing their work, I struggled to understand what kind of learning and knowing teachers were bringing to presence. How would I know when or if digital making and learning pedagogies were becoming enacted, or if I was simply seeing the same old stuff, but with fancy new tools? Gradually, as months ticked past, and as multiple conversations and impromptu observations accumulated, I began to notice that casual comments in the hallways, interview responses, and observations in classrooms and FabLabs connected with characteristics of 21st-century learning behaviors that I had begun to gather in the framework-assemblage of digital making and learning (Table 2). As I sorted transcripts and field notes, and kept looking at the photos, videos, and other artifacts I was collecting, including lesson plans, assessment rubrics, and other artifacts, I realized that I was encountering certain kinds of comments and activities over and over again—turns of phrases, concerns, enthusiasms, questions, classroom activities. These repetitions came to form in my mind a kind of condensate that felt like a residue of experience, like a dampness on my clothing after a passing rain shower. ← 127 | 128 →
To illustrate how this growing awareness of the materiality of practice affected the course of my research, recall the conversation about jazz and the industrial...
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