This week, I completely revamped my site. This was something I was both enjoying, but getting increasingly annoyed when I could not figure out how to do something exactly how I wanted it. I had a goal of keeping my personal touch on it but making it more like a professional blog. Hopefully I have succeeded in just that! I have added the twitter chat to my page- I toggled with the idea of adding just my profile but I feel as though visitors should be interested in the entire chat in general so I went with the hashtag.
I included the licensure and even added categories for my blog. I think it is coming out okay- and I plan on continuing to toggle with it as I find more time this week. It is definitely a fun thing to do when you have free time- however it can be frustrating if you can't get something exactly right. But thats why they have youtube- am I right? Have a great week everyone!
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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/ A modernizing trend within today’s 21st century classrooms is the idea of the “Maker Space.” A Maker Space provides children and teens with the opportunity to explore their own interests; learn to use tools and materials; both physical and virtual; and develop creative projects. They provide hands on, creative ways to encourage students to design, experiment, build and invent as they deeply engage in science, engineering and thinking. Students are able to become active learners and take charge of their own learning experience and learn to problem solve on their own. Teachers take a step back from a “teaching” role and merely facilitate learning and encourage independent practices. They can also work in collaborating groups- teaching them the role of team work as well as collaborative learning practices/peer learning. Martinez states that “The maker ethos values learning through direct experience and the intellectual and social benefits that accrue from creating something sharable.”(Martinez & Stager, 2019, p.28) Students who are collaborating with peers also develop a deeper understanding of the content through peer learning.
Schools that part with a more traditional classroom and adapt to the ideas involved within a Maker Space are providing students an opportunity to become better problem solvers for outside school experiences within their community. “Makerspaces offer relevant and real experiences.” (p.31) These experiences can be useful to a student all the way into adulthood. In fact, these experiences pave a way into adulthood and shape many of the student’s abilities and interests. “The most salient benefits of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of the world.” (Hutchinson, 2018) Students engaged in makerspaces during their primary/secondary school experiences often become successful adult individuals who contribute more in their communities. Hughes, J., & Conversation, T. (2018, November 1). Spaces aim to help boost creativity. Retrieved from https://www.cnn.com/2017/09/18/health/kids-makerspaces/index.html Hutchinson, C. (2018, November 15). Makerspaces: An Important Component of 21st Century Education. Retrieved from https://www.haskelleducation.com/makerspaces-an-important-component-of-21st-century-education/ Martinez, S. L., & Stager, G. (2019). Invent to learn: making, tinkering, and engineering in the classroom (2nd ed.). Constructing Modern Knowledge Press. |
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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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