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Makerspace in school: considerations from a large-scale national testbed

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Standard

Makerspace in school : considerations from a large-scale national testbed. / Eriksson, Eva; Heath, Carl; Ljungstrand, Peter; Parnes, Peter.

In: International Journal of Child - Computer Interaction, Vol. 16, 2018, p. 9-15.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Eriksson, E, Heath, C, Ljungstrand, P & Parnes, P 2018, 'Makerspace in school: considerations from a large-scale national testbed', International Journal of Child - Computer Interaction, vol. 16, pp. 9-15. https://doi.org/10.1016/j.ijcci.2017.10.001

APA

Eriksson, E., Heath, C., Ljungstrand, P., & Parnes, P. (2018). Makerspace in school: considerations from a large-scale national testbed. International Journal of Child - Computer Interaction, 16, 9-15. https://doi.org/10.1016/j.ijcci.2017.10.001

CBE

Eriksson E, Heath C, Ljungstrand P, Parnes P. 2018. Makerspace in school: considerations from a large-scale national testbed. International Journal of Child - Computer Interaction. 16:9-15. https://doi.org/10.1016/j.ijcci.2017.10.001

MLA

Vancouver

Eriksson E, Heath C, Ljungstrand P, Parnes P. Makerspace in school: considerations from a large-scale national testbed. International Journal of Child - Computer Interaction. 2018;16:9-15. https://doi.org/10.1016/j.ijcci.2017.10.001

Author

Eriksson, Eva ; Heath, Carl ; Ljungstrand, Peter ; Parnes, Peter. / Makerspace in school : considerations from a large-scale national testbed. In: International Journal of Child - Computer Interaction. 2018 ; Vol. 16. pp. 9-15.

Bibtex

@article{5fa69260fba745bbbf1efbee8554adb3,
title = "Makerspace in school: considerations from a large-scale national testbed",
abstract = "Digital fabrication and making has received a growing interest in formal and informal learning environments. However, many of these initiatives often start from a grassroots perspective, with little coordination on a national level. This paper illustrates and discusses a study from an ongoing large-scale national testbed in Sweden named Makerspace in schools (Makerskola). The project embodies a series of considerations that arise when a maker approach is applied to a geographically widespread national education context. The results of this study are based on an analysis of the extensive project documentation and first-hand experiences from initiating and running a large-scale national testbed in Sweden, involving more than 30 formal actors and more than one thousand active partners in a national educational setting. The main contribution of this paper is the identification and discussion of five different considerations that have emerged during the project, and include Procurement practices, The teacher and leader perspective, Informing national policy making, Creating equal opportunities, and Progression in digital fabrication.",
keywords = "CCTD",
author = "Eva Eriksson and Carl Heath and Peter Ljungstrand and Peter Parnes",
year = "2018",
doi = "10.1016/j.ijcci.2017.10.001",
language = "English",
volume = "16",
pages = "9--15",
journal = "International Journal of Child - Computer Interaction",
issn = "2212-8689",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - Makerspace in school

T2 - considerations from a large-scale national testbed

AU - Eriksson, Eva

AU - Heath, Carl

AU - Ljungstrand, Peter

AU - Parnes, Peter

PY - 2018

Y1 - 2018

N2 - Digital fabrication and making has received a growing interest in formal and informal learning environments. However, many of these initiatives often start from a grassroots perspective, with little coordination on a national level. This paper illustrates and discusses a study from an ongoing large-scale national testbed in Sweden named Makerspace in schools (Makerskola). The project embodies a series of considerations that arise when a maker approach is applied to a geographically widespread national education context. The results of this study are based on an analysis of the extensive project documentation and first-hand experiences from initiating and running a large-scale national testbed in Sweden, involving more than 30 formal actors and more than one thousand active partners in a national educational setting. The main contribution of this paper is the identification and discussion of five different considerations that have emerged during the project, and include Procurement practices, The teacher and leader perspective, Informing national policy making, Creating equal opportunities, and Progression in digital fabrication.

AB - Digital fabrication and making has received a growing interest in formal and informal learning environments. However, many of these initiatives often start from a grassroots perspective, with little coordination on a national level. This paper illustrates and discusses a study from an ongoing large-scale national testbed in Sweden named Makerspace in schools (Makerskola). The project embodies a series of considerations that arise when a maker approach is applied to a geographically widespread national education context. The results of this study are based on an analysis of the extensive project documentation and first-hand experiences from initiating and running a large-scale national testbed in Sweden, involving more than 30 formal actors and more than one thousand active partners in a national educational setting. The main contribution of this paper is the identification and discussion of five different considerations that have emerged during the project, and include Procurement practices, The teacher and leader perspective, Informing national policy making, Creating equal opportunities, and Progression in digital fabrication.

KW - CCTD

U2 - 10.1016/j.ijcci.2017.10.001

DO - 10.1016/j.ijcci.2017.10.001

M3 - Journal article

VL - 16

SP - 9

EP - 15

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

SN - 2212-8689

ER -