16 SES 03 A, ICT in Context Part 2
Symposium continued from 16 SES 02 A
In light of the ongoing integration of digital media into everyday life, it is no longer adequate to think of digital media and the Internet as a sphere separate from the physical world. The integration of networking capabilities into almost every object (i.e. clothing or domestic appliances) and the discussion of a forthcoming Internet of Things (IoT) clearly show that the digital and the physical cannot be regarded as separated spheres. Accordingly the question of digital mediality becomes increasingly important on both a corporate and an educational level: digital mediality needs to be considered in teaching and learning. Against this background the concept of “maker space” is often discussed as a speciﬁc teaching-method to incorporate the topic of digital-physical into school as it enables hands-on practices of building and rebuilding real world artefacts from a multitude of (digital) materials. At the same time the concepts of “maker culture” and “makerspaces” are strongly related to the idea of “hacking” and a corresponding “hacker culture” (Holze 2012) which relies on creative and often subversive practices of coding and on practices of re/building electronic and digital devices since the 1950s. From this point of view “hacking” as a practice is ideologically connected to the idea to open up, make available and explore (digital) things that are part of our everyday lives. “Hacking” aims at understanding and using them in new, creative and often unintended ways. It will be discussed whether same is true for “maker culture” and its practices (Sneed 2012, Halverson & Sheridan 2014). While the practices of “hacking” may provide potential for learning processes in general – like „looking under the hood“ of a digital world - transferring it into an institutional setting may be challenging. Especially the underlying ideology of subversive practices may conﬂict with school as an institution. It is quite obvious that this understanding of “making” and “hacking” diﬀers from current science- and ICT- classes as it refers to decode and recode practices and objects and interact with everyday items in new ways (Düllo 2005). By elaborating the concepts of “maker culture” and “hacker culture” and by referring to empirical examples we will discuss the potentials and challenges of integrating “maker spaces” into schools and teaching.
Düllo, T., & Liebl, F. (2005). Cultural Hacking. Kunst des Strategischen Handelns. Wien: Springer. Halverson, E. R., & Sheridan, K. (2014). The Maker Movement in Education. Harvard Educational Review, 84(4), 495-504. doi:10.17763/haer.84.4.34j1g68140382063 Holze, J. (2012). Eine Geschichte der Hackerkultur - Subkultur im Digitalen Zeitalter. In J. Sambleben & S. Schumacher (Eds.), Informationstechnologie und Sicherheitspolitik: Wird der dritte Weltkrieg im Internet ausgetragen? (1 ed., pp. 263-273). Norderstedt: Books on Demand. Sneed, A. (2012). Notes from “Makers: The New Industrial Revolution,” a Future Tense Event. Retrieved January 26th, 2018 from http://www.slate.com/blogs/future_tense/2012/10/26/wired_editor_chris_anderson_and_slate_s_david_plotz_discuss_makers_and_the.html
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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