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Maker culture, is it really all that new?

Started by Tessa Gray 05 Nov 2015 10:11am () Replies (10)

Let’s take a quick tour of the web and find out more...


Question/answerQuestion: What is Maker Culture (sometimes called maker space, maker movement)?



The maker culture is a contemporary culture or subculture representing a technology-based extension of DIY culture that intersects with hacker culture which is less concerned with physical objects (opposed to software) and the creation of new devices (opposed to tinkering with existing ones). Wikipedia

Question/answerQuestion: Why is this a trend?



In Core's Ten Trends 2015: Maker Culture: Mark Osborne explains this well...

EDtalks Ten Trends 2014 - Design thinking from EDtalks on Vimeo.

Question/answerQuestion: What does this mean for education?


So the technology is widely available and affordable to allow our kids to build things that solve real-world problems in their lives. But the maker movement is as much about culture as it is about stuff. Maker movement inspiration Quinn Norton describes makerspaces as ‘temporary autonomous zones’ and advocates for schools to have them. For her, the makerspace is about helping kids (and adults) learn to be okay with having no formal organisational hierarchy: working alongside a range of other people with no clearly designated power structure to get the job done. As Norton says “Learning how to navigate these autonomous groupings is a key skill for people who are going to be working on projects that are not going to be managed from the top down.” The maker movement is about who holds the power.” Taken from Ten Trends 2015: Maker Culture

Question/answerQuestion: What can this look like?



In following Edtalks on Maker Culture, Kim Baars describes the learning taking place in Maker classes at Taupaki School. Kim talks about teachers and students working together in collaborative problem-solving,and the powerful differentiation taking place in the makerspace. It is ‘learning by doing’ in a way that is controlled by the students, and it can be as complex or varied, simple or difficult as the learner wants or needs it to be.


Maker Culture from EDtalks on Vimeo.

Question/answerQuestion: Who is teaching this way in New Zealand?



Check out the following webinar recording from GEG (Google Educator Group) NZ Spotlight - Maker Culture webinar recording with teachers Kim Baars, Bridget McKendry, Liz Fairhall and their students.


Follow and join in with the associated Twitter feeds.


Question: Who’s talking about maker culture in New Zealand?



A variety of New Zealand teachers in Twitter via #LibChatNZ Chat Archive on Maker Space (3 August 2015) as well as #scichatNZ Chris Clay NZ (August 4 2015)

Question/answerQuestion: What questions might we ask?



  • What do we need to consider in order to create a maker culture (culture, space, understandings, resources)?

  • What does non-hierarchical, experiential learning look like?

  • Are the students learning about purpose and technological decision making?

  • What are the benefits of students when working in this way?

What are your Question and Answers? Feel free to respond in the comment section below or:


Come join Leanne Stubbing (Kelburn Normal School and presenter in our last unconference webinar) and Nicki Tempero (LwDT facilitator) as they talk about the philosophy that's driving their creative, problem solving learning activities in their schools. We'd also love to hear your experiences with 'tinkering', 'maker space' or the 'maker movement'. Hosted in Adobe Connect. REGISTER NOW!


Question/answerQuestion: Where else can I find out about Maker culture?





  • Kaye Gillies (View all users posts) 20 Jan 2016 5:42pm ()

    Robyn I thoroughly enjoyed reading the documents you attached and can see why you find them inspirational.

    I would be interested in knowing if anyone has tried the low key option of lego or similar construction sets in the library (as mentioned in part 3 of the article) and how successful this has been.   I'm curious to know if in a primary school careful questions  and prompting can guide students to continue creating and perhaps away from building  then wanting to play eg.shooting guns or driving cars in the quieter library environment.

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