Invent to Learn: Makers in the ClassroomSylvia Libow Martinez and Gary Stager advocate for hands on learning through the maker movement in today's classrooms. Referencing Makerfaires, hacker spaces and DIY websites, the authors believe there is a technological and creative revolution underway, the maker movement. They point to two kid makers in Super Awesome Sylvia’s and Caine’s arcade, amazing kids inventing and creating to express themselves. Super Awesome Sylvia’s web-broadcast teaches about electronics and more. Caine’s arcade inspired the Global Cardboard Challenge. The authors discuss 3 high tech game changers that school’s should be aware of: computer controlled fabrication devices, programming and physical computing. Don’t be put off by the high tech suggestions, as they believe educators should incorporate low tech options in their classroom makerspaces too. Outcome of creating classrooms makerspaces is that it leads to more personalized learning experiences for students.
Martinez, S. L., & Stager, G. S. (2013). Invent to learn: makers in the classroom. Education Digest, (4), 11. |
Makerspace Playbook: School EditionThis resource has been created especially for schools by the people at Makerspace.com. It is filled with useful tips and resources for educators getting started with makerspaces. Origins of the maker movement including the what and why are presented. Tips on inventory, budget, strategies, roles and safely are shared. One of the chapters shares a year long experience of making with teacher Aaron Vanderwerff and his students. Another chapter shares snapshots from four different school makerspaces. Beyond finding materials, tools and projects, there are tips on getting started and spreading the word of your coming soon makerspace. The importance of documenting your progress throughout the project and ideas on that are included. The playbook is intended to be a living document that evolves with contributions from the Makerspace community.
MakerMedia. (2013). Makerspace Playbook: School Edition. Retrieved from http://makerspace.com/wp-content/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf |
The Philosophy of Educational Makerspaces: Part 1 of Making an Educational MakerspaceKurti, Kurti and Fleming believe educational makerspaces have the potential to transform teaching and learning as we know it. The educational maker movement is rooted in constructivism, hands on learning by building. They advise that makerspaces should: invite curiosity, inspire wonder, encourage playfulness and celebrate unique solutions. The guiding principles: it’s ok to fail; breaking things is not a cardinal sin; collaborate, collaborate, collaborate! Three takeaways they hope you get from the article are: maker education inspires deeper learning, makerspaces are student centered and technical expertise is not required to start a makerspace in your classroom. Fostering curiosity, tinkering, iterative learning, better thinking through better questioning, enthusiasm for learning, student confidence, collaboration, determination and creative problem solving are just some of the benefits of educational makerspaces.
Kurti, R. S., Kurti, D. L., & Fleming, L. (2014). The philosophy of educational makerspaces: Part 1 of making an educational makerspace. Teacher Librarian, (5), 8. |
Tinkering is serious playThis article is written by the the directors of the Exploratorium Institute for Research and Learning in San Francisco. The authors focus much of their attention on how the maker movement in education can gets kids excited about Science, Technology, Engineering and Math (STEM) learning. They provide two examples of how the maker movement can come to fruition in classrooms. Through the process of making, the authors explain that students will engage in making predictions, designing, testing, revising, and retesting. Although making seems like merely students having fun, it is actually much more than that. Citing Vygotsky and Piaget the authors maintain that play is a central developmental process for learning. Although a dedicated makerspace is not always feasible, they suggest educators instead create a maker community in their current classrooms. If you are just getting started in your journey of creating a makerspace classroom, the authors suggest partnering with local museums, libraries and other community makerspaces that have been established already. That way you can test the spaces out and have a better idea what do do when creating your own makerspace.
Bevan, B., Petrich, M., & Wilkinson, K. (2014). Tinkering is serious play. Educational Leadership, (4). 72. |
Maker Movement Spreads Innovation One Project at a TimePeppler and Bender believe lessons learned from the maker movement can help educators reimagine learning to fosters a mindset of creativity and innovation. Maker Education shifts the learning from consuming to creating for students. Learning from the grassroots spread of makerspaces, how can schools and educators leverage this idea in their programs? An example of a school makerspace includes a combination of low and high tech tools for students to design, make and play to address interdisciplinary design challenges. The authors include a few basic suggestions for those thinking about starting their own makerspace but educators will have to do some more digging beyond this article. Peppler and Bender stress the importance of connecting makerspaces beyond your own space. As makers connect with others and share their work they get and give each other valuable feedback that continues to move the learning forward. Makerfaires and online communities allow makers from all over the world to connect face to face or virtually, to keep spreading and sharing new ideas.
Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time. The Phi Delta Kappan, (3). 22. |