"A makerspace can best be defined as a place where students can gather to create, invent, tinker, explore, and discover using a variety of tools and materials."
- Diana Rendina
STRATEGY: We will guarantee students are immersed in diverse experiences through an innovative, high quality, and relevant learning environment.
TACTIC: By May 2019, each campus will create a Makerspace environment.
"Maker education fosters curiosity, tinkering, and iterative learning, which in turn leads to better thinking through better questioning. I believe firmly that this learning environment fosters enthusiasm for learning, student confidence, and natural collaboration. Ultimately the outcome of maker education and educational makerspaces leads to determination, independent and creative problem solving, and an authentic preparation for real world by simulating real-world challenges" (Fleming, 2015, p. 48).
According to Martinez and Stager (2013), “hands-on learning through the sort of rich projects advocated by makers offers flexible opportunities for students to learn in their personal style or styles” (p. 22). As Fleming (2015) asserts, makerspaces are “uniquely adaptable, learning environments that our students need, want, and will flourish in” (p. 46). Makerspaces, by their nature, reflect community interests and needs and adapt as those interests and needs evolve over time.
“Ultimately, the interdisciplinary and empowering natures of these makerspaces can help prepare youth for a future we can’t yet imagine” (Davee, Regalla & Chang, 2015, p. 10).
“When we allow children to experiment, take risks, and play with their own ideas, we give them permission to trust themselves. They begin to see themselves as learners who have good ideas and can transform their own ideas into reality” (Martinez & Stager, 2013, p. 36).
"I firmly believe that makerspaces are more than capable of driving real and sustained systemic change from within the system…That, in my opinion, has things exactly the right way around: real change has to come from within the system, from a growing recognition of a need for change in the schools and classrooms themselves" (Fleming, 2015, p. 55).
According to Kurti, Kurti and Fleming (2014), makerspaces encourage independent exploration and “owning the learning experience opens unexplored horizons to students because independent thinkers have the uncanny ability to strike out into uncharted territory” (p. 20).
“The turn of the 21st century has signaled a shift in the types of skillsets that have real, applicable value in a rapidly advancing world. In this landscape, creativity, design, and engineering are making their way to the forefront of educational considerations, as tools such as robotics, 3D printers, and web-based 3D modeling applications become accessible to more people. Makerspaces are increasingly being looked to as a method for engaging learners in creative, higher-order problem-solving through hands-on design, construction, and iteration” (NMC Horizon Report: 2015 K-12 Edition, p. 38).
“Schools are turning to makerspaces to facilitate activities that inspire confidence in young learners, and help them acquire entrepreneurial skills that are immediately applicable in the real world” (NMC Horizon Report: 2015 K-12 Edition, p. 39).