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This study looked at teacher responses to the maker movement in a K-12 school. Guiding questions asked how teaching practices engaged with digital making and learning tools and materials; and whether teaching was changing as a result. This was as a qualitative, single-case study with multiple units of analysis. The study site was an independent K-12 girls school in a major metropolitan area of the Northeastern United States. Twenty-two teachers and administrators participated, selected for maximum variation across academic domain, age and length of service. Interviews and observations followed a sociomaterial disposition that was interwoven with new materialism and posthumanism. Methods were inspired by narrative inquiry and actor-network theory. Findings suggested that digital making and learning pedagogies were stabilizing at the school, but not in a linear way; and that the teaching practices that most robustly engaged the ethos of 21st century learning enacted a kind of knowing sometimes discussed by artists, poets, musicians and other innovators. This observation leads to the proposition that a different kind of language might be needed to adequately describe the effects of digital making and learning on teaching practice.


Maker movement, new materialism, 21st century learning, posthumanism, teacher education

Total Pages

23 pages


Copyright © 2015 Sean Justice

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This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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