You are here:

Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education

, Georgia State University, United States ; , Virginia Commonwealth University, United States ; , Texas State University, United States ; , Georgia State University, United States

Journal of Educational Multimedia and Hypermedia Volume 26, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


Maker culture is part of a burgeoning movement in which individuals leverage modern digital technologies to produce and share physical artifacts with a broader community. Certain components of the maker movement, if properly leveraged, hold promise for transforming formal education in a variety of contexts. The authors here work towards a framework for leveraging these components (i.e., creation, iteration, sharing, and autonomy) in support of learning in a variety of formal educational contexts and disciplines.


Cohen, J., Jones, W.M., Smith, S. & Calandra, B. (2017). Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education. Journal of Educational Multimedia and Hypermedia, 26(3), 217-229. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

View References & Citations Map


  1. Ackermann, E. (2001). Piaget’s Constructivism, Papert’s Constructionism: What’s the difference? Constructivism: Uses and perspectives in education. Doi:
  2. Anderson, C. (2012). Makers: The new industrial revolution. New York, NY: Crown.
  3. Blikstein, P. (2013). Digital fabrication and “making” in education: The democratization of invention. In FabLabs: Of machines, makers and inventors (pp. 1–21). Retrieved from
  4. Boytchev, P. (2014). Constructionism and Deconstructionism. Constructivist Foundations, 10(3), 355–369. Retrieved from ContentServer.asp?T=P&P=AN&K=109067117&S=R&D=ehh&EbscoCon tent=dGJyMNXb4kSeprQ4yNfsOLCmr06ep65Srqy4S66WxWXS&Conten tCustomer=dGJyMPGuslGvrbVKuePfgeyx44Dt6fIA
  5. Brahms, L. (2014). Making as a learning process: Identifying and supporting family learning in informal settings (Doctoral dissertation). University of Pittsburgh, Pittsburgh, PA.
  6. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
  7. Dougherty, D. (2012). The maker movement. Innovations: Technology, Governance, Globalization, 7(3), 11–14. Learning Initative (ELI). (2013). 7 things you should know about...: Makerspaces. Retrieved from Pdf
  8. Gershenfeld, N. (2012). How to make almost anything: The digital fabrication revolution. Foreign Affairs, 91(6), 43–57. Retrieved from
  9. Hatch, M. (2014). The maker movement manifesto. New York, NY: McGrawHill Education.
  10. Kafai, Y.B., Fields, D.H., & Searle, K.A. (2014). Electronic textiles as disruptive designs: Supporting and challenging maker activities in schools. Harvard Educational Review, 84(4), 532–556.
  11. Kalil, T. (2010). Innovation, education and Makers. Retrieved from
  12. Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research, 5(1), 30–39.
  13. Means, B.K. (2015). Promoting a more interactive public archaeology: Archaeological visualization and reflexivity through virtual artifact curation. Advances in Archaeological Practice, 3(3), 235–248.
  14. Moorefield-Lang, H.M. (2014). Makers in the library: Case studies of 3D printers and makerspaces in library settings. Library Hi Tech, 32(4), 583–593.
  15. Papert, S. (1988). A critique of technocentrism in thinking about the school of the future. In Children in the information age: Opportunities for creativity, innovation and new activities (pp. 3–18). Oxford, UK: Pergamon Press.
  16. Papert, S. (1991). Situating constructionism. In S. Papert& I. Harel (Eds.), Constructionism (pp. 1–11). Norwood, NJ: Ablex.
  17. Peppler, K., & Bender, S.(2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), 22–27.
  18. Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. York, NY: Basic Books.
  19. Sawyer, R., & DeZutter, S. (2009). Distributed creativity: How collective creations emerge from collaboration. Psychology of Aesthetics, Creativity, and the Arts, 3(2), 81–92.
  20. Sheridan, K., Halverson, E., Litts, B.K., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: Comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505–532.
  21. Vossoughi, S., & Bevan, B. (2014). Making and tinkering: A review of the literature. Retrieved from
  22. Vossoughi, S., Hooper, P.K., & Escudé, M. (2016). Making through the lens of culture and power: Toward transformative visions for educational equity. Harvard Educational Review, 86(2), 206–232.
  23. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
  24. West, R., & Hannafin, M. (2011). Learning to design collaboratively: Participation of student designers in a community of innovation. Instructional Science, 39(6), 821–41.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact

View References & Citations Map

Cited By

  1. An Analysis of the Stages of Teachers’ Concerns Regarding Education on Mobile Application Development: An Application of CBAM

    Seonghye Yoon, LET’s Lab (Leading Educational Technologists’ Lab), Korea (South); Woori Kang, BIPLUG, Inc., Korea (South)

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1441–1448

  2. Teacher Education in the Makerspace: What Might Makerspaces Afford for Teacher Education Programs?

    Josh Corbat, The University of North Carolina at Chapel Hill, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1255–1259

  3. Engaging Preservice Teachers in the Makerspace: Embracing the Maker Movement in a Multi-Level Teacher Preparation Program

    Josh Corbat & Cassandra Quinn, The University of North Carolina at Chapel Hill, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1251–1254

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact