SubCommA+Makerspaces+(Capathia+&+Terrie)

Names of Subcommittee Members Submitting this Report on Makerspaces Capathia Campbell Terrie Fraer

A. Explanation of the Technology
Makerspaces are physical spaces set aside for students to explore, build, create, problem solve and experience physical and computer technologies. They are designed to be “hands on” activities that are almost solely self-guided.

B. Pros and Cons of Implementation
Pros- There are many positive aspects to makerspaces. First and foremost are the hands-on experiences. With so many families less involved in DIY and home repairs, the lower tech tools are not familiar to most of our students. The opportunity to explore with these tools in a risk-free environment is very valuable. More introverted students will be more likely to participate in individual projects in the makerspace than in the traditional whole group or small group classroom environments. In the same risk-free aspect, having students experience failures and successes on their own is an important opportunity. Students’ individual interests and talents can be developed during this experimental time. Authenticity is a reality in a makerspace. Students using real computer programs, or coding, or building with tools are using real materials. It’s not forced or “made up.” Authenticity in student experience has already proven to be a large part of student engagement. If the makerspace is part of a curriculum related concept, the learning opportunities are almost endless. Background building, individual pacing, communication and journaling are only a few benefits of the makerspace. Working in small groups and teams are great cooperative learning opportunities. Imagine students working through their experiments in an authentic, real life environment. They put the scientific method to real and authentic use if the materials or experiments offer the right opportunities. More positives for makerspaces include using them for learning center opportunities and individual differentiation and multiple intelligences as well as learning styles. Our hands-on or kinesthetic learners have the least opportunities in the traditional classroom and the most in a makerspace environment. These explorations could provide preparation for future careers and career exploration. In a school environment, a makerspace could involve cross grade level cooperation and interaction, as well as cross curricular integration. If the makerspace was an after school or PTA involved project, it could invite cross-generational learning. It could aid in family involvement and opportunities for community involvement. Makerspaces could provide innovation in education in general, a way for children to reimagine their own education and educational goals.

Cons- While there are less cons or negatives to makerspaces; they are definitely hurdles that would take some serious pre-planning and work to overcome. First, is time. Media centers at the elementary level have set curriculums and very little time to fit in that curriculum during the school year. Transitory students, snow days, late openings and early dismissals cut down even further on any “spare” time in the school day. So, the makerspace would have to be designed for use before or after school or during lunch periods. That leads right into the staffing issue. Who would operate, replenish, chaperone the makerspace before or after school? Could they be staffed creatively? Space can be another major issue. To be decided is the where and when for space accessibility. Where would it be accessible during the day with the least amount of disruption? Where would the students projects be housed between access times? Will the materials and/or projects be closed off or protected? Another huge concern is money. Money rules decision making. Issues in this area to be considered are: initial purchases, replacement budgeting, and money for refreshing materials. Important consideration would need to be given to who is making the decisions about what materials would be purchased and what focus areas would be funded. How often those materials would be refreshed would be limited by budget issues as well. Safety issues can be a negative. If we want students to experiment with building, we have to provide hammers, screws, nails and more. Those materials need to be monitored for safety. If the students are online experimenting with technology, they must be monitored for safety. Staffing is both a safety and budgetary issue. Accountability is not an automatic part of makerspaces. Some who have initiated makerspaces are not including accountability at all. Budget makers and school officials are guided by data so one concern is that those decision makers will have a hard time justifying the space, time and budget needed. C. Anticipated Uses, Implementation, and Potential Impact on Student Achievement .

According to the research, in order to implement a Makerspace in the media Center, the administration should have a working knowledge that makerspaces are commonly student generated. Therefore, the essential success of Makerspace needs to be supported by the Administration. The administration must be aware that the library may no longer be the same quiet place as in the past. Operation: Scheduling: Staffing:
 * Implementation: **
 * Media specialist will be responsible for the operation of the makerspace by ordering the equipment/supplies.
 * Media Specialist will be responsible for upholding the guidelines and rules for using the space.
 * Students may sign -up to use the space during “Free-Time” “Brain Break –Time, the last 15 minutes of lunch, or after classwork is completed accurately. Students will need permission from the classroom teacher and media specialist.
 * Students may also access the makerspace along with their parent before or after school. The media specialist will need 24-48 hours in advance.
 * Classroom teacher will need to sign-up for students group work 24 hours in advance with the media specialist.
 * Parents may sign up twice a week to use the space and the 3-D printer from 4:30-5:30 PM.
 * Parents may have on-demand access the last twenty minutes of school by emailing or texting the media specialist. A minimum of 24 hours advance notice is needed.
 * Loosely monitored by the media specialist
 * Parents who have volunteer certificate on file.
 * High school students in order to earn community service hours,

Operational Budget/Donations:
 * The makerspace will be defined as both high and low-tech.
 * The budgetary support will come from a variety of sources including; school based budget, PTA donations and local business partners.

Anticipated Uses: The anticipated uses of the makerspace include but are not limited to:
 * support for science curriculum
 * Support for technology standards
 * Support for communication skills (including communicating with other makerspace groups)
 * Personal growth and enrichment, imagination and creativity enhancement

Implications for students: The implications for Makerspaces are generally very positive. Makerspaces; encourage creativity, encourage perseverance, improve communication skills, increase student engagement through choice, aid in developing personal interests, and promote interest in skills that lead to a variety of new or different potential careers.

D. Content Area Exemplar : []

E. Supporting Internet Links - Hamilton, Buffy. " Makerspaces , Participatory Learning, and Libraries." The Unquiet Librarian. http://theunquietlibrarian.wordpress. com/2012/06/28/ makerspaces -participatory-learning-and-libraries/ (accessed November 05, 2017). https://edtechmagazine.com/k12/article/2016/10/makerspaces-encourage-students-innovate-and-build-critical-thinking-skills https://thejournal.com/articles/2016/10/20/what-makes-a-great-makerspace https://www.edutopia.org/blog/makerspaces-school-and-community-successes-chris-obrien https://www.popsci.com/rise-makerspace-by-numbers http://technode.com/2016/01/14/k-12-education-startups-capitalize-chinas-maker-movement/ https://colleengraves.org/2016/06/20/capmakerfaire-advocating-for-library-makerspaces/ http://www.pewresearch.org/fact-tank/2015/04/01/6-facts-about-americans-and-their-smartphones/ https://www.edsurge.com/news/2016-05-19-what-did-you-make-today-exploring-equity-in-making https://www.edweek.org/ew/articles/2016/06/09/the-maker-movement-is-coming-to-k-12.html https://www.nsf.gov/news/news_summ.jsp?cntn_id=138994 https://www.nsf.gov/news/news_summ.jsp?cntn_id=138994 https://www.edutopia.org/blog/stem-engagement-maker-movement-annmarie-thomas https://www.edutopia.org/blog/stem-engagement-maker-movement-annmarie-thomas
 * 1)  American Association of School Librarians. Standards for the 21st-Century Learner. American Library Association, 2007. [] (accessed on November 01, 2017).
 * 2)  Fleming, L. (2017). We love books, just as much as makerspaces : The story of how our students built our collection. World of Learning. Retrieved from [|http://worlds-of-learning.com/2017/03/22/love-books-justmuch-] [|makerspaces] [|/(accessed] November 05, 2017).

Using the ** P-Q-P review of the subcommittee report **, post at least ** 2 statements of praise ** , ** 2 questions ** , and ** 2 suggestions ** for report improvement. How might the subcommittee who wrote this report have provided clearer information or more examples. What more might educators want to know about the benefits and challenges, the strategies for implementation or uses, and/or the opinions of accepted educational technology experts re: the emerging technology discussed in the report?

**Polish:** One extraneous word was in the Pro section: the word was vast.
 * Post your comments above. Each member of the reviewing subcommittee should contribute to this portion. Reviewers were Megan and Kelsey. ** ** Praise: **
 * ** A very thorough explanation **
 * ** Loved the list of anticipated uses was very broad **
 * ** Lots of ** **sources educational blogs and credible sources**
 * Questions: **
 * Is there any data on students' achievement? The wide variety of maker spaces make data collection impossible.
 * What are some of the specific curriculum connections? The curriculum connection would depend on the materials in the maker space.