In this article, we elucidate a socio-culturally framed approach to supporting children's creative museum engagement. Specifically, we focus on social activities and socio-cultural resources that can act as boundary-permeating objects in mediating children's creative engagement and collaborative sense-making regarding cultural content within, across and beyond the spatio-material context of the museum. We contend that designing and organising children's creative engagement and collaborative sense-making in ways that cultivate boundary-crossing broadens opportunities for engagement and leverages children's creative potential and expansive learning. We build our argument by starting with a theoretical introduction to the design principles that constitute the Kids, Museums, and Technology Programme. We will illuminate the design principles of the programme with empirical examples and consider how the design principles and their situated construction can help us re-imagine museum exhibitions as hybrid, boundary-permeating spaces that afford novel transformative interactions, as well as new roles and identities for both children and museums.

This case study explores how Finnish primary school teachers orchestrated school days and how teachers and headmasters organised virtual workplace collaboration and collaborated with parents during a period of distance education forced by the Covid-19 crisis in Spring 2020. The data was collected by interviewing primary and secondary school teachers (n = 15) from eight schools in various parts of Finland. Teachers’ experiences were analysed with qualitative content analysis. In this study, the school is seen as a Complex Adaptive System (CAS) and the Covid-19 crisis as a disorder forcing teachers to adapt to a rapidly changing environment. Teachers are viewed here as innovators who address both pedagogical and digital challenges under abnormal circumstances. We identify diverse practices at different stages of digitalisation during the distance education period within four domains: 1) structures of school days, 2) forms of teaching, 3) collaborative activities of teachers and headmaster, and 4) forms of home and school collaboration. We also identify three groups of enablers of distance education practices: 1) the use of digital technology, 2) digipedagogical competence of the teachers, and 3) the ability of teachers to act as adaptive innovators. We find that teachers’ ability to innovate and to adapt pedagogical and digipedagogical expertise become critical success factors when change is forced upon the educational field. We suggest that the results of this study, portrayed as the enablers and domains of distance education, be utilised in planning post-Covid education. All stakeholders influencing schools at different levels should be included in envisioning and implementing future classroom practices of innovative post-Covid schools.

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