An exploration of contextual factors in enacting making-centred learning programmes in Singapore schools

Abstract

In support for the need of an innovative twenty-first century learning environment in schools, the emergence of the maker movement in education has been viewed as a strategic approach for the global knowledge-based society. The approach of making in learning is still relatively new, but emerging research has documented how making environments support learners through the processes of investigation and invention and in doing so develop students as producers rather than consumers of technology. This chapter explores making-centred learning programmes in three Singapore schools, focusing on how they been initiated and developed; how teachers have perceived the applicability and effectiveness of such programmes; as well as strategic elements that can be adopted to bolster the enactment of such programmes from leadership perspectives.