Engaging 'At-Risk' Students through Maker Culture Activities

Sowmya Somanath, Laura Morrison, J. Hughes, E. Sharlin, M. Sousa
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引用次数: 26

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.
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通过创客文化活动吸引“有风险”的学生
本文介绍了向“有风险”的学生(12-14岁)介绍创客文化和DIY范例的经验教训。我们的目标是通过创客文化活动吸引“有风险”的学生。虽然提高技术素养是结果之一,但我们也希望学习者使用技术来实现概念和想法,并获得类似创作者,艺术家和设计师的思维自由。我们提出了我们的研究和一系列高层次的建议,以便思考创客文化活动如何促进参与和创造性地使用技术,1)思考任务中的创造力,2)促进不同的切入点,3)个人相关性的重要性,以及4)与教育的相关性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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