New Materialities and Maker Paradigms in Schools
Chapter 7. Contact Points: The Challenges
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CONTACT POINTS: THE CHALLENGES
The second half of the typology, the Challenges, introduces contact points that appeared when teachers resisted project-based, making-infused practices, or pushed back against the integration of digital making and learning. As with the Ways (Table 4), the Challenges (Table 5) are arranged in order of descending prevalence, which implies but does not necessarily correlate with an assessment of any individual point’s effectiveness. To reiterate, I am not claiming that contact points have fixed values, or that any acted as de facto stabilizers or destabilizers of practice. Rather, holding them loosely, I’m arguing that the contact points invite us to trace the emergence of making-infused pedagogies in practice.
Challenges: Contact Points that Weakened Digital Making and Learning
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