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
As with the Ways (Table 4), I will expand on and discuss the first several Challenges (Table 5). Contact points at the bottom of the list will be explored with an example, but discussion will be limited. ← 151 | 152 →
Content versus Making
The most prevalent challenge to project-based, making-infused teaching was a concern that making would conflict with content. This surfaced in interviews and in private conversations in teachers’ classrooms, and in comments overheard in the lunchroom, hallways, entry foyers, on the sidewalks, and on field trips. Skepticism and doubt about making in the curriculum, and even outright resistance to it, was everywhere: Transcripts and field notes contained more lines of text for...
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