Digital Fabrication and Making' in Education: The Democratization of Invention

By Paulo Blikstein. 2013

866 citations recorded by the source corpus.

Subfields: Computer Science Applications, Media Technology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/76afb836cb11b9e445eba4d446d2da4753211056

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

In Media Technology

In Visual Arts and Performing Arts

Citations in the corpus

Educational robotics: Open questions and new challenges (2013, background): “Movements like the so-called “digital fabrication and making in education” movement (Gershenfeld, 2007; Blikstein, 2013) have appeared aspiring (and working) to overcome bias inherit within the educational systems and to link the intellectual work in the classroom with students’ experiences in…”
Invited review article: Where and how 3D printing is used in teaching and education (2019, background): “The papers related to the use of 3DP in schools and children’s education cover the full spectrum from primary/elementary [33,55–58], through middle school [59–62], to secondary/high school [63– 70], and also includes combinations of the three [24,71–82].”
Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? (2020, background): “For this to happen, the young generation needs to gain skills and competences to innovate, design, program, make, and build digital technology (Blikstein, 2013; Heeley & Damodaran, 2009; Iivari et al., 2018; Mariën & Prodnik, 2014 T computational skills and competences, but design and innovation…”
The promise and the promises of Making in science education (2017, background): “Yet while some hail the Maker Movement as democratising access to the ideational and physical means of invention and production (C. Anderson, 2012; Blikstein, 2013; Hatch, 2014), others (and sometimes they are one and the same) critique its hetero-normative marketing images (Buechley, 2013), close…”
Child as Protagonist: Expanding the Role of Children in Participatory Design (2017, background): “[6] coins the rapidly extending reach of digital fabrication technologies as a “democratization of innovation” that emphasizes the possibilities for including children in the”
Defining Computational Thinking for Mathematics and Science Classrooms (2016, background): “This sense of authenticity and real-world applicability is important in the effort to motivate diverse and meaningful participation in computational and scientific activities (Blikstein 2013; Chinn and Malhotra 2002; Confrey 1993; Margolis and Fisher 2003; Margolis 2008; Ryoo et al. 2013).”