My Maker Space

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The Maker Movement is a vehicle that will allow schools to be part of the necessary return to constructivist education. It is a movement that will allow students to be creative, innovative, independent, and technologically literate; not an “alternative” way to learn, but what modern learning should really look like (Stager, 2014).

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Makerspace builds on a constructivist ideology to form a constructionist approach to education, as introduced by Jean Piaget and developed by Seymour Papert. The primary goal of constructionism is to have learners create their own knowledge by creating and interacting with physical objects. It has clear connections to media literacy, as well as to self-directed learning. Innovative researchers, and those who wish to see schools develop 21st century learners, with the skills to work in today’s multidimensional career settings, know constructionism is a necessary tool. The Maker Movement is a theoretical and physical embodiment of constructivism that will reform how we educate students (Roffey, 2015). Education grounded in “making” has the capacity to transform the way we think about pedagogy and learning (Kurti, Kurti, & Flemming, 2014). At the heart of this movement is the understanding that “learning happens best when learners construct their understanding through a process of constructing things to share with others” (Donaldson, 2014, p. 1). Key to the success of the Maker Movement in education is the shift away from ready-made knowledge to a classroom environment ripe for exploration, creativity, innovation and collaboration (Donaldson, 2014; Papert & Harel, 1991; Schön, Ebner, & Kumar; Schrock, 2014) with hands-on materials and real-world problems (Hatch, 2013).“Ultimately, the outcome of maker education and educational makerspaces leads to determination, independence and creative problem solving, and an authentic preparation for the real world through simulating real-world challenges. In short, an educational makerspace is less of a classroom and more of a motivational speech without words” (Kurti et al., 2014, p. 11).