ABSTRACT
This chapter focuses on content-neutral technologies as a pedagogical response in high-needs schools and communities. Today’s students expect to be engaged in meaningful learning experiences that will help them develop critical thinking skills. High-needs schools must be able to provide students with modern, innovative learning experiences that align with national technology trends. Additionally, these learning experiences must promote the development of problem-solving skills. As technological innovations continue to impact all aspects of human existence, students will encounter a variety of new technologies and might expect to engage in learning experiences that equip them to be productive citizens in a technology-driven world. All learners can benefit from the use of technology in a supportive environment that promotes and supports the use of technology. A content-neutral pedagogy and maker education, as well as content-neutral technologies that can support students in high-needs schools, are discussed. In particular, the maker movement is examined as a catalyst to employing makerspaces in high-needs schools. The tools of makerspaces, both high and low tech, can be content-neutral and provide opportunities to integrate a variety of technologies with various content areas to allow students to “make to learn.” Makerspaces can also be content-neutral spaces and facilitate the use of maker activities to engage learners in authentic learning experiences that stimulate the growth of a variety of skills.
