Abstract:
This paper presents a set of lessons learnt from introducing
maker culture and DIY paradigms to ‘at-risk’ students (age
12-14). Our goal is to engage ‘at-risk’ students through maker
culture activities. While improved technology literacy is one
of the outcomes we also wanted the learners to use technology
to realize concepts and ideas, and to gain freedom of thinking
similar to creators, artists and designers. We present our study
and a set of high level suggestions to enable thinking about
how maker culture activities can facilitate engagement and
creative use of technology by 1) thinking about creativity in
task, 2) facilitating different entry points, 3) the importance
of personal relevance, and 4) relevance to education.
Researchers: Sowmya Somanath, Laura Morrison, Janette Hughes, Ehud Sharlin, Mario Costa Sousa
