DIGITAL TECHNOLOGIES AND THE PERSONALIZATION OF MAKER LEARNING

Abstract

This study addressed the maker culture in education, highlighting the use of digital technologies in the process of learning personalization. The following research question was posed: how can maker culture, mediated by technologies such as Arduino, 3D printing, and robotics, contribute to the personalization of learning in the school environment? The main objective was to analyze the contributions of maker culture to personalized teaching. The methodology adopted was bibliographic research, based on authors who discuss teacher education, digital technologies, and innovative pedagogical practices. The development examined how maker environments, by integrating technological devices into the school curriculum, favored educational practices centered on authorship, experimentation, and problem-solving. It also emphasized aspects such as student protagonism, pedagogical mediation, and inclusion through the adaptation of resources. The final considerations indicated that maker culture, when aligned with intentional pedagogical planning, contributed to learning personalization by promoting meaningful educational paths. It was concluded that the implementation of these practices requires planning, continuous teacher development, and further studies in diverse school contexts.