Déroulement et retombées de projets bricoleur (maker) à l’élémentaire : une revue de la portée

Megan Cotnam-Kappel; Alison Cattani-Nardelli; Sima Neisary; Patrick R. Labelle

doi:10.21432/cjlt28608

Authors

Megan Cotnam-Kappel Université d'Ottawa
Alison Cattani-Nardelli l’Université d’Ottawa
Sima Neisary l’Université d’Ottawa
Patrick R. Labelle l’Université d’Ottawa

DOI:

https://doi.org/10.21432/cjlt28608

Keywords:

digital technologies, maker, maker education, scoping review, teacher education

Abstract

The rise in popularity of the maker movement in schools is evident around the globe, yet research, particularly in French, is still in early stages. This article provides a scoping review of maker projects in grades four through eight classrooms in elementary schools from around the globe, aiming to uncover their implementation, materials used, and outcomes on students and teachers. From 1900 initial studies, 68 scientific articles were analyzed. This article outlines the three stages of maker projects: 1) inspiration and preparation, 2) implementation and realization, and 3) presentation and recontextualization, while highlighting an equal mix of digital and physical tools within the selected papers. It also discusses the impact on students across affective, social, disciplinary, and metacognitive dimensions, as well as on teachers, including pedagogical, affective, and social outcomes. Examples of disciplinary, interdisciplinary, and transdisciplinary maker projects are highlighted, showcasing the broad scope and potential of maker education. These findings are essential for strengthening teacher education with research-informed best practices for designing and integrating maker projects in classrooms.

Author Biographies

Megan Cotnam-Kappel, Université d'Ottawa

Megan Cotnam-Kappel is an Associate Professor in Educational Technologies in the Faculty of Education at the University of Ottawa, Canada. She holds the Digital Thriving of Franco-Ontarian Communities Research Chair and her research focuses on digital literacies and citizenship, teacher education, and equity-oriented pedagogies, including maker-centred learning.

Alison Cattani-Nardelli, l’Université d’Ottawa

Alison Cattani-Nardelli is a graduate of the University of Ottawa in Canada, where she studied literature and entrepreneurship before completing a master’s degree in education. Her interests include the maker movement, alternative, cooperative, and playful pedagogies. Her work more specifically focuses on marginalized populations living in minority or disadvantaged contexts.

Sima Neisary, l’Université d’Ottawa

Sima Neisary holds a Ph.D. from the Faculty of Education at the University of Ottawa. Her research focuses on digital literacies and digital inequities, with a particular emphasis on English language learners and immigrants/newcomers. Sima is dedicated to amplifying the voices of ELLs and newcomers, advocating for inclusive and equitable educational opportunities to mitigate digital inequities for those at risk of being left behind

Patrick R. Labelle, l’Université d’Ottawa

Patrick R. Labelle is a research librarian at the University of Ottawa. He works on knowledge synthesis projects primarily in social sciences and education through collaborations with researchers and graduate students. Patrick is also an information specialist with the Campbell Collaboration and a co-instructor with the Evidence Synthesis Institute Canada.

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