Introducing Maker-Inspired Technology in the Finnish Craft Subject – A Case Study from One School

Rasmus Borg,Mia Porko-Hudd,Juha Hartvik

doi:10.7577/technea.4418

Rasmus Borg, Mia Porko-Hudd + Show 1 more

Open Access

https://doi.org/10.7577/technea.4418

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Abstract

In the last two decades, the use of technology in Finnish basic education has developed rapidly. The combination of digital and analogue resources is emphasized especially in the maker movement to reduce abstraction in digital equipment. Craft as a learning subject has substantive conditions for offering pupils instruction in both traditional analogue and current digital working methods within the subject area. The purpose of this study was to examine what kind of knowledge and skill development are expressed when three types of maker-inspired technologies consisting of 3D modelling, 3D printing and e-textiles, are integrated into a lesson sequence in craft in Grade 7 in a Finnish basic education school. The study was conducted as an action research cycle consisting of seven lessons within a craft sequence. The data collection method was a questionnaire. The study shows the development of pupils' self-reported knowledge and skills as well as their attitudes towards the technological contents of the lesson sequence. Keywords: craft, sloyd, maker movement, basic education

Highlights

Introduction and backgroundFinland’s over 150-year tradition of the craft school subject has similarities to contemporary maker education
The current research focuses on the pupil perspective at a school that introduces more maker-inspired content in the craft subject
The purpose of this study, was to examine what kind of knowledge and skill development are expressed when three types of makerinspired technologies consisting of 3D modelling, 3D printing and e-textiles, are integrated into a lesson sequence in craft in Grade 7 in a Finnish basic education school

Summary

Introduction

Finland’s over 150-year tradition of the craft school subject has similarities to contemporary maker education. Since the 1970s, research has developed so that, today, there are craft-related science disciplines at four universities in Finland These disciplines form the basis for relating to and being influenced by, for example, the form of activity and content of technology and maker education. The current research focuses on the pupil perspective at a school that introduces more maker-inspired content in the craft subject. In this way, a nuanced picture is obtained of how this can develop the traditional content of the craft subject. The following two research questions were formulated for the study: What are the similarities and differences in the infrastructure between the Finnish craft school subject and contemporary maker education? What can be seen in pupils' selfreported technology-related knowledge development, and how do pupils relate to this new content in craft?

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