https://orcid.org/0000-0002-1227-6624
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ABSTRACT
This paper, based on the contributions of researchers in maker movement as one of the most important modern educational innovations in the last decade, explained the promising prospects of makerspace for K-12 Education, and identified what key direct drivers of change that should be considered when exploring possible futures of makerspaces as an important basic component of K-12 Education in terms of its three basic pillars. The paper also reinforced the argument that connected learning is the next stage in providing educational services. The “4-quadrant method” was adopted to develop four possible contrasting scenarios for the future of makerspaces in K-12 Education which will help educational policymakers, and educators to better envision the future of makerspace and making activities in K-12 Education.
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No potential conflict of interest was reported by the author(s).
Data/methods/materials availability
Data is gathered by semi-structured interviews and a questionnaire in this article.
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I give my consent to publish this article in Pedagogies: An International Journal.
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Notes on contributors
Hanaa Ouda Khadri Ahmed
Dr. Hanaa Ouda Khadri is an associate professor of Educational Strategic Planning and Economics of Education at the Faculty of Education - Ain Shams University. She received a bachelor’s degree in English from Ain Shams University and a master’s degree in eLearning and a Ph.D. degree in Educational Informatics from Ain Shams University in Cairo, Egypt. Her research interests are in Educational Strategic Planning, Educational Informatics, Teacher Education, eLearning, Future Studies, Economics of Education, STEAM Education and Quality Management Systems, and she also continues to work with teachers and schools in these areas.