As the movement has gathered increasing momentum, makers have created their own market ecosystem, developing new products and services. The combination of ingenious makers and innovative technologies such as the Arduino microcontroller and personal 3D printing are driving innovation in manufacturing, engineering, industrial design, hardware technology and education.
Many makers are hobbyists, enthusiasts, teachers, or students but they are also a wellspring of innovation, creating new products and producing value in the community. Some makers do become entrepreneurs and start companies.
This is grassroots innovation that continue to grow in many communities.
‘Maker culture’ emphasizes learning-through-doing (constructivism) in a social environment. Maker culture emphasizes informal, networked, peer-led, and shared learning motivated by fun and self-fulfillment. Maker culture encourages novel applications of technologies, and the exploration of intersections between traditionally separate domains and ways of working including metal-working, calligraphy, film making, and computer programming. Community interaction and knowledge sharing are often mediated through networked technologies, with websites and social media tools forming the basis of knowledge repositories and a central channel for information sharing and exchange of ideas, and focused through social meetings in shared spaces such as hackspaces. Maker culture has attracted the interest of educators concerned about students’ disengagement from STEM subjects (science, technology, engineering and mathematics) in formal educational settings. Maker culture is seen as having the potential to contribute to a more participatory approach and create new pathways into topics that will make them more alive and relevant to learners.