<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In today’s world, technology and digital media are no longer separate, “other” than “natural” human and social life. Technology has become pervasive, transparent, reaching a “stable” form, no longer revolutionary. A new concept, “the post-digital,” is emerging and gradually taking hold in a wide range of fields. The resulting complexities call for overcoming the binary and hierarchical approach between theory and practice by rethinking traditional teaching patterns and remediating knowledge. Maker Education is moving in this direction. It is considered a technology-based extension of activism, developing STEAM and 21st-century skills. Its main exponents believe that it can “disrupt” or transform traditional educational methods. The Maker Movement, indeed, overlaps with the natural inclinations of children and the power of learning by doing. This contribution presents an ongoing research project that aims to outline a proposal for integrating this approach into the primary and lower secondary school curriculum. We detected its impact on students’ school self-efficacy and attitude toward STEM and 21st-century skills. The results collected in the first part of the project look promising. The data underline the pupils’ interest in STEM subjects and the improvement of their organizational and interpersonal skills.</p>
</abstract>

In today’s world, technology and digital media are no longer separate, “other” than “natural” human and social life. Technology has become pervasive, transparent, reaching a “stable” form, no longer revolutionary. A new concept, “the post-digital,” is emerging and gradually taking hold in a wide range of fields. The resulting complexities call for overcoming the binary and hierarchical approach between theory and practice by rethinking traditional teaching patterns and remediating knowledge. Maker Education is moving in this direction. It is considered a technology-based extension of activism, developing STEAM and 21st-century skills. Its main exponents believe that it can “disrupt” or transform traditional educational methods. The Maker Movement, indeed, overlaps with the natural inclinations of children and the power of learning by doing. This contribution presents an ongoing research project that aims to outline a proposal for integrating this approach into the primary and lower secondary school curriculum. We detected its impact on students’ school self-efficacy and attitude toward STEM and 21st-century skills. The results collected in the first part of the project look promising. The data underline the pupils’ interest in STEM subjects and the improvement of their organizational and interpersonal skills.

Learning in the post-digital era. Transforming education through the Maker approach

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

In today’s world, technology and digital media are no longer separate, “other” than “natural” human and social life. Technology has become pervasive,...

Learning in the post-digital era. Transforming education through the Maker approach

Data publikacji: 28 sty 2023

Zakres stron: 111 - 119

DOI: https://doi.org/10.2478/rem-2023-0015

Słowa kluczowe
curriculum development, technology, primary education, learning process

© 2022 Francesca Gratani et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Learning in the post-digital era. Transforming education through the Maker approach

Data publikacji: 28 sty 2023

Zakres stron: 111 - 119

DOI: https://doi.org/10.2478/rem-2023-0015

Słowa kluczowecurriculum development, technology, primary education, learning process

© 2022 Francesca Gratani et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
curriculum development, technology, primary education, learning process