We are all makers: a case study of one suburban district's implementation of makerspaces

Abstract

The purpose of this study was to examine administrator, library media and IT specialist, classroom teacher and student perceptions of the impact of makerspaces, as well as to identify what stakeholders could be doing to better support student learning and engagement in makerspaces. The Diffusion of Innovation Theoretical Framework guided the design and analysis of this study. Further, a literature review of the implementation of makerspace learning environments into content and pedagogy informed this study. The overarching research question for this study asked how stakeholders perceive the implementation of a district-wide makerspace implementation initiative, and its impact on 4C's skills acquisition, deeper learning and student engagement. As such, the study sought to answer the following questions: 1) How has the district organized its structures, practices and use of resources to support purposeful implementation of makerspaces with the specific intent of fostering students deeper learning and 4C's skills development?; 2) What do stakeholders perceive as the outcomes and impact of the makerspaces?; 3) What do stakeholders perceive as the challenges of the makerspaces?; 4) What could stakeholders be doing to better support student learning in makerspaces? An instrumental case study approach was used to explore and describe the perceptions of administrators, students and teachers using rich-description of their experiences. It is evident that the purposeful integration of makerspaces led to student acquisition of 4C's skills and deeper learning at the study site. In addition, the study revealed structures and supports necessary to facilitate makerspace programs to foster deeper learning including administrative support, availability of challenging projects and resources, stakeholder engagement, professional learning and time. The findings of this study, along with the identification and analysis of related themes, have the 3 potential to inform similar districts as they embark on the implementation of makerspace programs to foster 4C's skills development and deeper learning competencies.

School Technology Leadership and The Maker Movement

“…Similarly, Gadirajurrett, et al (2018) pointed out that leaders should clearly articulate the vision because it may encourage the followers to take more responsibility. In creating a makerspace and sustaining its success, vision is both important and necessary (Collins, 2017;Kebritchi, 2009;Rouse, Krummeck & Uribe, 2020;Stosic, 2013) since it guides the process. So, school principal as the technology leader should firstly establish a vision and share it with others.…”

“…For instance, planning with teachers (Rouse et al, 2020) or inviting teachers to the decision-making process and gaining autonomy in makerspaces motivate and encourage them to work harder. Feeling free and comfortable in a makerspace setting are valued as positive in the context of the makerspace session (Collins, 2017;Paganelli et al, 2017). Hence, such an attitude can contribute to the motivation of teachers.…”

“…If the implementers do not have enough competence then the vision goes to waste and becomes unsuccessful, no matter how strong the vision is. Being successful in makerspaces is possible with teachers' professional development (Collins, 2017;Guek, 2015;Kurti, Kurti & Fleming, 2014;Paganelli et al, 2017;Vuorikari, Ferrari & Punie, 2019) and professional development contributes to the competence and performance of the person. Administrative support is important (Collins, 2017;Kurti et al, 2014;Smith & Light, 2016) for developing competence and professional development because teachers may have some challenges (Hira & Hynes, 2018;Kafai, 2018;Kjällander et al, 2018).…”

“…Being successful in makerspaces is possible with teachers' professional development (Collins, 2017;Guek, 2015;Kurti, Kurti & Fleming, 2014;Paganelli et al, 2017;Vuorikari, Ferrari & Punie, 2019) and professional development contributes to the competence and performance of the person. Administrative support is important (Collins, 2017;Kurti et al, 2014;Smith & Light, 2016) for developing competence and professional development because teachers may have some challenges (Hira & Hynes, 2018;Kafai, 2018;Kjällander et al, 2018). They may need to upgrade their skills (Guek, 2015) to overcome these challenges and to be successful in makerspaces.…”

“Making” Waves: How Young Learners Connect to Their Natural World through Third Space

“…Makerspaces are surging in popularity in schools, libraries, and other educational institutions as educators recognize a makerspace's potential for construction-based learning. Collins (2017) notes that "the philosophy behind makerspaces is that it is a place for students not just to play but play constructively in an environment that encourages curiosity, exploration, risk-taking, and creative freedom" [17] (p. 15). The role of the makerspace in education is to consciously provide children with opportunities to learn from their own experiences through their construction, deconstruction, and manipulation of both digital and papercraft resources.…”