Prototyping Educational Futures: A Multi-scalar Exploration into the Making, Designing, and Reimagining of School

This three-paper dissertation explores the ways in which the skills, dispositions, tools, social norms, and ways of knowing associated with maker practices and design theory illuminate opportunities and challenges for changing education systems. Making and design are unique in that they provide alternative visions for the central aims of schooling as well as a novel set of approaches for the realization of such visions. This duality is explored at three organizational scales: student experience, educator practice, and school leadership. The findings of these investigations highlight major barriers to creating and sustaining innovative education systems while also suggesting ways that these barriers may be overcome. The first paper, which details a qualitative study of 27 young adult makers and their parents, suggests that even strong proponents of maker-based education are bound by the institutional logics of formal education and have a hard time imagining how making could be integrated into school. The second paper documents a design-based research study, in which 20 preservice teachers in an integrated science, technology, engineering, and mathematics (STEM) education course show that their current training emphasizes the delivery standards-based content over the design of student-centered learning experiences. These studies prompted and shaped the development of a theoretically grounded, design-based conceptual model, detailed in the third paper, which aims to help multi-stakeholder design teams more rigorously imagine new futures for existing schools using generative, participatory prototyping activities.