ABSTRACT
In many countries, crafts and making can be more often found in informal environments than in schools. Interdisciplinary pedagogy also highlights a variety of physical learning spaces, and use of what is locally available is welcome and recommended. Alongside digitization and technological development, crafts and making have gained new and interesting dimensions, equipment, and methods, such as 3D printers, laser cutters, robotics, coding, e-textiles, smart clothes, and wearable technology. Making culture’s initiation into schools could also be a response to Jonathan Osborne’s and Justin Dillon’s statement that students lack an interest in science education. Integrating making activity into a school curriculum offers a favorable environment for answering the challenges of the 21st century, multiliteracy, and engaging students in a meaningful making and innovation education. The value of maker culture has risen in the new millennium, which is overloaded with rapidly developing digital technologies and offers opportunities towards unrevealed invention and innovation.
