A common misconception about Makerspaces is that it can only be used within STEM classes. However. Researcher Edward Clapp challenges this misconception by stating that “One of our newest projects, ‘Making Across the Curriculum’ honors the thinking and learning that happens in the makerspace and brings that to all of the content areas.” He also goes on to say that these Makerspaces do not involve expensive technologies so therefore- there are possible ways to be low tech if on a budget. The most important tool for teachers would be to analyze the framework of thinking and learning. “Maker empowerment is defined as having sensitivity to the design dimension of objects and systems along with the inclination and capacity to shape one’s world by building, tinkering, redesigning, or hacking.” Allowing students to have “maker empowerment” means that students will have more of an understanding of not WHAT things are but HOW they are.
Another misconception seen when it comes to Makerspaces is the idea of a “loss of control” to teachers. People seem to believe that because a teacher allows for such a range of creativity in the classroom that there is no control and little learning is being done. However, this is far from the case. “When someone cares about you and they believe in what you have to say, it’s much easier to lead them.” In other words, generating a use of respect between a teacher and students is essential to allow a makerspace to work. Its understanding that some of your students will get frustrated with a topic and being able to step back and assist them with working through their difficulties. Many times, this dynamic is what worries teachers in a student-centered learning environment. However, research has proven that these types of classroom environments allow for a deeper, more advances type of learning to occur. Students gain more from appropriate scaffolding technique’s that allow them to draw from their own repertoire. “If you tape your own classes you will find that you are providing endless advice on how to do things and more often than not co-opting the development of judgement.” This is of course extremely hard for teachers to step back and out of a teaching/assisting role and merely provide students with their own tools for their own type of learning- however the reward when students are able to come to understanding on their own and develop their own ideas and opinions are extremely beneficial to not just themselves- but the world around them. They will be able to take some of these skills and apply them to real world situations in their communities. Agency by Design Oakland. (2018, June 11). Many Experts in the Classroom: Redirecting Authority. http://www.abdoakland.org/news/2018/6/5/many-experts-in-the-classroom-redirecting-authority Brosbe, R. (2016, May 26). Can Teachers Give Up Power and Keep Authority? Retrieved from https://theeducatorsroom.com/can-teachers-give-power-keep-authority/ Martinez, S. & Stager, G. (2019). Invent to Learn: Making, Tinkering, and Engineering in the Classroom (2nd ed.). Torrance, CA: Constructing Modern Knowledge Press. Wiggins, G. (2019, August 31). Great Teaching Means Letting Go. Retrieved from https://www.teachthought.com/pedagogy/great-teaching-means-letting-go/
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AUTHORI graduated from SUNY Oneonta in 2018 with a degree in adolescent Education, social studies. I am currently enrolled in the SUNY Oneonta Educational Technology Masters Program. Archives
April 2020
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