TLT 2016, Regina The Educational Technology Critique (ETC) Studio

Agenda Contributors What is a makerspace? (20 minutes) Break out groups (60 minutes) – Augmented reality – Simple electronics – Wearable computing & robotics – Makey Makey Discussion / debrief (10 minutes)

Contributors Marguerite Koole Jordan Epp Hossain Mohamed Robert Hepner Jay Wilson – Website: –

What is a makerspace (MS)? Who here is/has been involved in a MS? What do/did you do there? What kinds of tools do/did you use? What is/was your workspace like?

How is a MS different from... A hobbyist group? A Professional and Applied Arts (PAA) class (“Industrial Arts”)? Your garage, basement, or workspace? ce ce

Definitions of MSs A makerspace is “a place where young people have an opportunity to explore their own interests; learn to use tools and materials, both physical and virtual; and develop creative projects” (Fleming, 2015, p. 5). It is a place where learners can create new things and develop skills in an environment promoting discovery and problem-based learning. In these spaces, people can engage in traditional crafts to cutting-edge electronics and digital creations.

Origins of MSs

In ancient times, common people and artisans used machines to produce fine textiles, ceramics, tools, and other products for everyday consumption and specialized uses. The industrial revolution saw machines modified to satisfy mass demand in local and global markets.

What is new about MSs? What makes today’s MSs special is the availability of digital computing technologies and online, networked communities for sharing, collaboration, and even distribution (Anderson, 2012, Dougherty, 2012). Going online, makers can find plans for creating origami with electronic components, timed dog food dispensers, programming apps, and many other creative projects.

Training teachers to use MSs The lack of access to technologies for experimentation and learning represents a significant gap in teacher education. In light of the benefits of makerspaces for creative problem solving and the need for technological knowledge in today’s economy, education faculties need to help teachers develop interest and confidence in integrating technology in their teaching praxis.

Training teachers to use MSs In theory, teachers with high technological comfort and knowledge can: – encourage learners to explore, take chances, and think creatively; – help learners to manage problem spaces (Bevan et. al., 2014) and what creatively solve alongside their learners; – create gender-neutral, subject-agnostic, and inclusive maker environments; – extend maker experiences to rural and underserved communities (Stager, 2013).

Break Out Choose your first table Spend [TBA] minutes at each table At each table think about: – How can teachers use this technology in their classrooms – What would your recommend for teachers who teach English, Physical Education, Math... ? – Document your ideas on Padlet

Debrief Share your ideas

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References Alper, M. (2013). Making space in the makerspace: Building a mixed-ability maker culture. In Interaction Design and Children Conference. New York, NY: ACM. Retrieved from workshop_meryl-alper.pdfhttps://teethingontech.files.wordpress.com/2013/03/idc13- workshop_meryl-alper.pdf Anderson, C. (2012). Makers: The new industrial revolution. Toronto, Ontario: McClelland & Stewart. Angevine, C., & Weisgrau, J. (2015). Situating makerspaces in schools. Hybrid Pedagogy (Digital Journal), September. Retrieved from Bevan, B., Gutwill, J. P., Petrich, M., & Wilkinson, K. (2015). Learning through STEM-rich tinkering: Findings from a jointly negotiated research project taken up in practice. Science Education, 99(1 (delete)), 98–23; 120. Retrieved from

References Davee, S., Regalla, L., & Chang, S. (2015). Makerspaces: Highlights of select literature. Retrieved from 5B.pdfhttp://makered.org/wp-content/uploads/2015/08/Makerspace-Lit-Review- 5B.pdf Dougherty, D. (2012). The Maker Movement. Innovations: Technology, Governance, Globalization, 7(3), 77–14. Retrieved from ml ml Fleming, L. (2015). Worlds of making: Best practices for a makerspace for your school. Thousand Oaks, CA: Corwin: A SAGE company. Halverson, E. R., & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495– Herold, B. (2016). The maker movement in K-12 education: A guide to emerging research. Retrieved April 30, 2016, from 12_education_research.html 12_education_research.html

References Libow Martinez, S., & Stager, G. S. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. La Verne, TN, USA: Lightning Source Inc. Retrieved from Learn-Tinkering-Engineering-Classroom/dp/ http:// Learn-Tinkering-Engineering-Classroom/dp/ Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research, 5(1), 30–39. Retrieved from Martinez, S. L., & Stager, G. S. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. McCullough, M. S. (2014). Hatch, Mark. The maker movement manifesto: rules for innovation in the new world of crafters, hackers, and tinkerers. Retrieved from w=w&asid=8d48e06f10a92eda8322b3e9406e220f w=w&asid=8d48e06f10a92eda8322b3e9406e220f Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan Magazine, 95(3), 22–27.

References Pinto, L. (2015, May). Putting the critical (back) into makerspaces. The Monitor. Retrieved from makerspaceshttps:// makerspaces Sheridan, K. M., Halverson, E. R., Litts, B. K., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505–531,563–565. Retrieved from Stager, G. S. (2013). Papert’s prison fab lab: Implications for the maker movement and educational design. In Constructing Modern Knowledge (pp. 487–490). New York, NY: ACM Press. The maker movement in education: Designing, creating, and learning across contexts (symposium). (2014). Harvard Educational Review, 84(4), 492–494. Retrieved from 4/herarticle/symposium 4/herarticle/symposium