Making a Makerspace So Kids Can Make

Posted by Anonymous on
As high tech items like 3D printers have become cheaper and easier to use, the maker movement has started to gain momentum. This movement is a wave of educators and tinkerers who want to help others create and see the manifestation of their imagination. Put simply, it is an “umbrella term” that describes the proliferation of the desire to make people “makers, not just consumers” (Bajarin). The movement encompasses everyone, of all races and genders, and makes it possible for them to make what they want or to learn something new. After all, who doesn’t want to try to make something new or useful?
Teachers especially have in recent years begun to take part in this movement, which is essentially an elevated form of what they have already been doing: nurturing creativity and the desire to create in children before they lose that wonder and curiosity. In today’s world, it is even more important to be exposed to the many disciplines and possibilities in our high-tech world. Progress builds on progress, and so school children should have the opportunity to learn about the marvelous tools at their disposal so that they can create new things. “New” could be a combination of multiple kinds of creating, like of electricity and sewing, for example, and thus they should be able to experiment and build a foundation in multiple areas. Perhaps their experiments at a young age could help them find their passions earlier in life.


The role of teachers and educators in this movement is to provide kids with the tools and basic knowledge they need to create whatever they want. For example, the Ashland High School Maker Club recently created a program of a “mobile makerspace,” where small groups of high school students travelled with boxes and boxes of supplies to other schools in the district to teach kids about basic electronic circuits. Once the kids knew how to light up an LED or incorporate a button, they could create anything they wanted using the abundance of supplies the “mentors” brought with them. They could make a mini house with indoor lighting or a car with light-up sirens or a unique greeting card. The important part was giving them the materials and basic knowledge to let them make what they wanted.
From a simple lesson on circuits and LEDs, kids can go anywhere and let their imaginations run wild. LEDs, copper tape, and Lithium ion batteries are relatively cheap and easy to use; yet the possibilities of what kids can create are endless.
When setting up a makerspace, teachers need only follow these simple guidelines to set kids’ imaginations free and to ignite the potential of students to create something wonderful or discover something new. The space itself does not need to be fancy; they only need the space to create their own projects. Depending on the age and experience of the children, they might need different balances of having a “curriculum” that teaches them the basics and the freedom to “explore it on their own” (Kreuger).

For example, if a student wanted to build some contraption with LEDs, they might ask for a refresher on circuits, or if students wanted to create a piece of clothing with hidden circuits they could learn how to sew and embroider.

To keep options open, teachers need to also serve as an "engaged co-creator, mentor, problem-solver, activist or networker who brings the right people and tools together" (West-Puckett). At times, they might reach out to the community so that their makerspace is successful and most importantly, meaningful and as open as possible for the kids. Members of the community like students, parents, and professionals could be invited to get involved by teaching kids in their area of expertise.

Not only are these maker spaces relatively simple to create, they can bring the community together and greatly expand the horizons for kids who want to create.
A simple classroom makerspace with supplies and open areas for collaboration



Links for more information on how to start a makerspace:


Works Cited
Bajarin, Tim. "Maker Faire: Why the Maker Movement Is Important to America's Future." Time. Time, 19 May 2014. Web. 19 May 2017.
Kreuger, Nicole . "Create a school makerspace in 3 simple steps." ISTE. N.p., 21 June 2014. Web. 19 May 2017.
West-Puckett, Stephanie. “ReMaking Education: Designing Classroom Makerspaces for Transformative Learning.” Edutopia, 13 Sept. 2013, www.edutopia.org/blog/classroom-makerspaces-transformative-learning-stephanie-west-puckett. Accessed 23 May 2017.
Pictures
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqXOlSL3Y1pMiOo6AsS4k9C-MfkFrPP3gxQ6XYH54obmB5RpOeO6c5Mm1No6UnVIu_fM2mu0M5VwPC6wu-AWqJKbDoDVWhCsKtIO0e4BBDCoIapc14Zek7D7BGY85ZpcVNZK5KAT0F_3jZ/s1600/colab-room-1024x768.jpg

Comments

Post a Comment