Publications and Research
Document Type
Article
Publication Date
6-15-2026
Abstract
With the growing emphasis on creativity, collaboration, and reflective thinking in technology and design education, technology labs are expected to shift from technical priorities to open, collaborative spaces. Designed within an existing technology education facility, the paper explored what it means to “technology lab” that merges the technical with the reflective, the cultural with the material, and the innovative with the contemplative. This paper presents the intellectual and aesthetic journey of creating an innovative makerspace within a technology education context and explains how this work embodies a sustainable model for training future technology educators. Our approach was informed by the belief that traditional technology labs and makerspaces provide foundational tenets, such as promoting foundational literacy, while also promoting the spirit of community and tinkering, respectively. With this background, we developed a lab that emphasized culturally inclusivity and relevance through the bridge of technology and holistic learning. From this framework emerge three intersecting, vital pillars that make the makerspace unique and relevant in an urban context: contemplation, creativity, and sustainable design and material reuse, and contemplative practice as a mode of inquiry. By uniting design, technology, and reflection, Innervate offers a model for culturally responsible technology education laboratory. It demonstrates how reimagining space, materials, and pedagogy can bridge inner and outer worlds, transforming making into a pathway toward meaning and community.
Comments
This article was originally published in The 43rd International Pupils’ Attitudes Towards Technology Conference 2026, Linköping University, Norrköping, Sweden, 15th to 18th June 2026, available at https://doi.org/10.3384/ecp213.1428
This work is distributed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).