Niina Niinimäki, Kati Sormunen, Pirita Seitamaa-Hakkarainen, Sini Davies, Kaiju Kangas
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However, research is scarce on how maker education promotes students' technological competence and how students develop different features of that competence.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study investigates the learning of technological competence in formal education collaborative maker projects focusing on designing and making electronic textiles (e-textiles).</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The data consisted of student teams' discourse from classroom video data, in which five 7th-grade student teams (3–6 students/team, 13- to 14-year-olds) were engaged in designing and making e-textiles. Their discourse was categorised into five technology dimensions—crafting, designing, engineering, programming, and documenting—and epistemic network analysis was used to model the co-occurrences of the dimensions.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>All five technology dimensions were present in four of the five teams, but the learning outcomes—that is, the emphasis and connections of the dimensions—varied between the teams. Learning was promoted when technology was used as means for joint construction of knowledge objects but hindered when viewed only as tool for task execution. The results indicate that collaborative maker projects enable the learning of comprehensive technological competence including knowledge and skills related to both digital and traditional technologies. However, implementing a maker project in schools is insufficient to guarantee that all technology dimensions will be addressed.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis\",\"authors\":\"Niina Niinimäki, Kati Sormunen, Pirita Seitamaa-Hakkarainen, Sini Davies, Kaiju Kangas\",\"doi\":\"10.1111/jcal.13114\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Implementing maker education in schools is on the rise, fuelled by its potential to move formal education towards a creative, technology-driven 21st century learning culture. In maker education, collaborative learning takes place through and around various digital and traditional technologies, which provide the means for students' creative activities. However, research is scarce on how maker education promotes students' technological competence and how students develop different features of that competence.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study investigates the learning of technological competence in formal education collaborative maker projects focusing on designing and making electronic textiles (e-textiles).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The data consisted of student teams' discourse from classroom video data, in which five 7th-grade student teams (3–6 students/team, 13- to 14-year-olds) were engaged in designing and making e-textiles. Their discourse was categorised into five technology dimensions—crafting, designing, engineering, programming, and documenting—and epistemic network analysis was used to model the co-occurrences of the dimensions.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>All five technology dimensions were present in four of the five teams, but the learning outcomes—that is, the emphasis and connections of the dimensions—varied between the teams. Learning was promoted when technology was used as means for joint construction of knowledge objects but hindered when viewed only as tool for task execution. The results indicate that collaborative maker projects enable the learning of comprehensive technological competence including knowledge and skills related to both digital and traditional technologies. 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Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis
Background
Implementing maker education in schools is on the rise, fuelled by its potential to move formal education towards a creative, technology-driven 21st century learning culture. In maker education, collaborative learning takes place through and around various digital and traditional technologies, which provide the means for students' creative activities. However, research is scarce on how maker education promotes students' technological competence and how students develop different features of that competence.
Objectives
This study investigates the learning of technological competence in formal education collaborative maker projects focusing on designing and making electronic textiles (e-textiles).
Methods
The data consisted of student teams' discourse from classroom video data, in which five 7th-grade student teams (3–6 students/team, 13- to 14-year-olds) were engaged in designing and making e-textiles. Their discourse was categorised into five technology dimensions—crafting, designing, engineering, programming, and documenting—and epistemic network analysis was used to model the co-occurrences of the dimensions.
Results and Conclusions
All five technology dimensions were present in four of the five teams, but the learning outcomes—that is, the emphasis and connections of the dimensions—varied between the teams. Learning was promoted when technology was used as means for joint construction of knowledge objects but hindered when viewed only as tool for task execution. The results indicate that collaborative maker projects enable the learning of comprehensive technological competence including knowledge and skills related to both digital and traditional technologies. However, implementing a maker project in schools is insufficient to guarantee that all technology dimensions will be addressed.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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