ABSTRACT
In this chapter, the authors describe material learning and examine the learner and the technology interactions. They present material learning in action. Two examples that include computational making activities: a study of digital three-dimensional design with young children; and a preschool art program where Augmented Reality has been included for several years. Material learning implies design considerations that cross boundaries between learners and learning ecologies. In terms of the materials profiled, Kate Gugliotta speculated that AR might help special needs learners share their art making. Material explorations could provide opportunities for social and emotional growth by increasing peer-to-peer collaboration, strengthening problem-solving skills, and building frustration tolerances. The overlaps revealed by the conversation with Kate suggest that aspects of the material learning framework profiled might indeed resonate with special education teachers. Material encounters, especially with computational materials, can introduce adults to a young child’s independent agency in a visceral, unprecedented way.
