Harvard Educational Review
  1. Winter 2014 Issue »

    The Maker Movement in Education

    ERICA ROSENFELD HALVERSON and KIMBERLY M. SHERIDAN
    In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.

    Click here to purchase this article.
    Erica Rosenfeld Halverson is an associate professor of digital media and literacy in the Department of Curriculum and Instruction at the University of Wisconsin–Madison. Her work focuses on what it means to learn in and through the arts across a range of contexts, including out-of-school arts organizations, museums, libraries, and arts-based classrooms. In 2010 she received the Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies for her research on how filmmaking serves as a vehicle for positive identity development and sophisticated literacy learning for young people who are disaffiliated from school. Halverson codirects with Kimberly Sheridan the Learning in the Making research lab, where they are currently focused on what and how young people learn through making and how new technologies can be leveraged for more inspired and engaged making processes.

    Kimberly M. Sheridan is an associate professor holding a joint appointment in the College of Education and Human Development and the College of Visual and Performing Arts at George Mason University. She studies learning at the intersections of art, science, and new technologies with a particular focus on the sociocultural contexts of learning. She is the recipient of a number of grants and awards, including from the National Science, Fulbright, and Spencer foundations. Sheridan co-directs with Erica Rosenfeld Halverson the Learning in the Making research lab, where they are currently focused on what and how young people learn through making and how new technologies can be leveraged for more inspired and engaged making processes.
  2. Share

    Winter 2014 Issue

    Abstracts

    Toward a Relational Perspective on Young Black and Latino Males
    The Contextual Patterns of Disclosure as Coping
    David J. Knight
    The Kinesiology of Race
    MYOSHA McAFEE
    The Maker Movement in Education
    ERICA ROSENFELD HALVERSON and KIMBERLY M. SHERIDAN
    Learning in the Making
    A Comparative Case Study of Three Makerspaces
    KIMBERLY M. SHERIDAN, ERICA ROSENFELD HALVERSON, BREANNE K. LITTS, LISA BRAHMS, LYNETTE JACOBS-PRIEBE, and TREVOR OWENS
    Electronic Textiles as Disruptive Designs
    Supporting and Challenging Maker Activities in Schools
    YASMIN B. KAFAI, DEBORAH A. FIELDS, AND KRISTIN A. SEARLE
    Symposium
    The Maker Movement in Education: Designing, Creating, and Learning Across Contexts

    Book Notes

    How College Works
    Daniel F. Chambliss and Christopher G. Takacs

    The States of Child Care
    Sara Gable