Week 3

1. Design and cut with the laser cutter an object that can be used in your classroom: Here is my name badge as a way to provide students with an identification tool that goes beyond just a name, but supports fabrication of identity and communicating with classmates personal interests and languages.

2. I created a picture in the Powerpoint - a tech platform that Im familiar with. when transferring the image to the glow forge to be laser cut, I had made the mistake of including a colored background - which would have included engraving the backdrop (which was not what I wanted).  I fixed this by taking out all color and in the future keep everything black and white - except for that which I want fully cut - then I know I need to line in bright red.

3. Include two pictures of the final object (hero shot) and explain how are you planning to use it

4. Answer the following reflection questions:

   • Learning Objective 1: Students create a game board for based on a 'science' field that they enjoy.  I'd like to see students generating their own game board and even pieces that could help in the facilitating of conversations about a science topic of interest

   • Learning Objective 2: Students will apply their understanding of fractions by using fabrication tools (e.g., laser cutters, 3D printers, or CNC machines) to design and create representations of everyday fractional units, incorporating fractional measurements, divisions, and scaling in their designs.

   • Reflect on your own practice: As I plan activities, I attempt to utilize technology tools in the service of the content learning in ways that synergies, or provide novel ways of creating or representing knowledge products that would otherwise not be possible. IN preparation for fabrication - I like to give multiple activities to balance the cognitive demands for the content and the technology. So I like to ease in with content demand while introducing a new technology because the technology (cognitive) demand is high once they experience the technology, they can increase the cognitive demand of the content as the technology is more familiar. I also believe that its important for students to have multiple opportunities to return to the technology tool so that it becomes an everyday tool and not a one-off experience. 

   • Reflect on your past educational activities. One of my favorite aspects of STEM education and even more so with Fab Labs and Fabrication is that socio-emotional learning is 'baked in' to the learning in these spaces and lessons. The socio-emotional learning became pronounced because classrooms, instructional practices and curriculum became devoid of student-student interaction, purposeful learning, and developmentally-appropriate activity. In STEM/Fab Lab education students ar always allowed to collaborate, move about as needed, create/invent something purposeful - thus there's not necessarily a need to provide direct instruction on the socio-emotional learning aspects. Following these lectures, I continue to become frustrated with classrooms where students sit in rows, 'learn' through transitional models, and learn about abstract curriculum that's irrelevant for students lives.  Fab Labs and STEM education are spaces that mediate learning in direct connection with the learner. 

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