TY - JOUR
T1 - What to “make” of school
T2 - Revealing the conflicting institutional logics of grassroots making and formal education
AU - Weiner, Steven
AU - Jordan, Shawn S.
AU - Lande, Micah
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. EEC-1329321 and the Graduate Research Fellowship Program. We would like to offer sincere thanks to the youth participants of this study and their families, as well as to the Maker Media organization for allowing us to meet and learn from members of their community.
Publisher Copyright:
© 2020 ISTE.
PY - 2021
Y1 - 2021
N2 - This article explores the experiences and opinions of young makers and their parents regarding the integration of maker technologies, activities, and spaces into their schools. By utilizing institutional logic theory as an analytical lens, conflicts between the values, goals, and norms of making and schooling were revealed. The findings suggest that participants view engagement with making as peripheral to, or incommensurate with, the core institutional logic of formal education. While participants showed interest in formalizing maker education, they generally concluded that making could not, and perhaps should not, be integral to school. The authors believe that the findings will help educators address these conflicts and create more sustainable, integrated, and authentic maker-based programs.
AB - This article explores the experiences and opinions of young makers and their parents regarding the integration of maker technologies, activities, and spaces into their schools. By utilizing institutional logic theory as an analytical lens, conflicts between the values, goals, and norms of making and schooling were revealed. The findings suggest that participants view engagement with making as peripheral to, or incommensurate with, the core institutional logic of formal education. While participants showed interest in formalizing maker education, they generally concluded that making could not, and perhaps should not, be integral to school. The authors believe that the findings will help educators address these conflicts and create more sustainable, integrated, and authentic maker-based programs.
KW - K-12 education reform
KW - Maker education
KW - institutional logics
UR - http://www.scopus.com/inward/record.url?scp=85086914120&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85086914120&partnerID=8YFLogxK
U2 - 10.1080/15391523.2020.1767526
DO - 10.1080/15391523.2020.1767526
M3 - Article
AN - SCOPUS:85086914120
SN - 1539-1523
VL - 53
SP - 264
EP - 278
JO - Journal of Research on Technology in Education
JF - Journal of Research on Technology in Education
IS - 3
ER -