Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of Makerspace
Martinez and Stager
Lego Mindstorms http://www.lego.com/en-us/mindstorms/?domainredir=mindstorms.lego.com
Why a maker space?
Designing a maker space for use in an elementary classroom aligns with constructivism and inquiry learning. Furthermore, the Alberta Education document, Inspiring Education (2010), emphasizes the importance of perseverance, resilience and hard work for the engaged, ethical, and entrepreneurial citizens of tomorrow. Alberta Teachers who are interested or otherwise compelled to teach with these methods will have relevant, practical and read- to-use information to construct a maker space. In addition, educators will have a solid foundation of research to base their decisions upon. The maker movement has its roots in Papert’s work along with a number of theorists who influenced Papert, including Dewey and Piaget.
Topic C: Building Things
Students learn about materials by using them to
construct a variety of objects, including model
buildings, toys, boats and vehicles. Students
select materials to use and gain experience as they
cut and shape, fold, pile materials on top of one
another, join parts, and try different techniques to
achieve the result that they intend. In the process,
they learn to look at objects that are similar to
what they are trying to construct and, with
guidance, begin to recognize the component parts
that make up the whole.
General Learner Expectations
1–7 Construct objects and models of objects,
using a variety of different materials.
1–8 Identify the purpose of different
components in a personally constructed
object or model, and identify
corresponding components in a related
object or model.
Specific Learner Expectations
1. Select appropriate materials, such as papers,
plastics, woods; and design and build objects,
based on the following kinds of construction
• construct model buildings; e.g., homes
(human, animal, from other cultures),
• construct model objects; e.g., furniture,
equipment, boats, vehicles
• construct toys; e.g., pop-ups, figures
• create wind- and water-related artifacts;
e.g., dams, water wheels, boats.
2. Identify component parts of personally
constructed objects, and describe the purpose
of each part.
3. Compare two objects that have been
constructed for the same purpose, identify
parts in one object that correspond to parts in
another, and identify similarities and
differences between these parts.
4. Recognize that products are often developed
for specific purposes, and identify the overall
purpose for each model and artifact
The Tools of Maker
Makerspace tools range from the low tech like hammers, all the way up to prototyping and electric cars.
Makerspace communities share ideas, plans and sells kits to make a wide variety of interesting, useful and thought provoking creations.
Four tools that fit the Grade one curiculum are:
Scratch Jr. for i-Pad
Influence of Makerspace
On September 20th and 21st, 2014 Disney presented the 8th annual World Maker Faire in New York. Past Maker Faires, Mini Maker Faires and other events have been help in places all over the world such as, Newcastle, Barcelona, Hannover, Tokyo, Oslo, Ottawa and Vancouver.These faires support Makerspace and
1.1 My World: Home, School, and Community
Students will demonstrate an understanding and appreciation of how identity and self-esteem are
enhanced by their sense of belonging in their world and how active members in a community contribute
to the well-being, growth and vitality of their groups and communities.
1.1.5 distinguish geographic features in their own community from other communities by
exploring and reflecting upon the following questions for inquiry:
• What are some familiar landmarks and places in my community? (CC, TCC)
• Why are these landmarks and places significant features of the community? (CC, I, TCC)
• What are some differences between rural and urban communities? (CC, LPP)
• Where is my community on a map or on a globe? (LPP)
Martinez & Stager (2013) argued the merits of a maker space, backed by the theoretical foundation laid by Papert, Piaget, and Dewey, as well as practical suggestions for implementation. They emphasized the need for schools to go through “significant structural changes that support inquiry” (p. 52). These changes orient learners toward a stance of making, tinkering and engineering with materials that are shareable. Through direct experience in building, discoveries unfold that may not have been anticipated by the teacher. This calls for teachers to be open to multiple pathways of inquiry rather than preordained destinations with perfect solutions to problems. In terms of practical suggestions, the authors recommended tools such as programming with Scratch, constructing 3-D digital artifacts for 3-D printing using Sketchup or Blender, and Lego Mindstorms robotics.
those interested in it's many aspects. These events are attended by all-ages of tech enthusiasts, crafters, educators, tinkerers, hobbyists, engineers, science clubs, authors, artists, students, and commercial exhibitors.
Constructivism and Constructionism
Scratch http://scratch.mit.edu and Scratch Jr for iPad http://www.scratchjr.org
Connections to Grade 1 Curriculum
With an inquiry/polymath mind makerspaces can pull in many strands of the curriculum creating project based outcomes giving control back to the learners by making, building, tinkering and learning.
Swiss psychiatrist and epistemologist Jean Piaget (1896-1984) formalized many ideas with his theories of constructivism and stage development .
Piagetian stage development occurs from the concrete to the abstract. He favored things and deeds over words.
Learning via Makerspace causes spontaneous research and is consistent with Piagetian theories. “Students who are thus reputedly poor in mathematics show an entirely different attitude when the problem comes from a concrete situation and is related to other interests. (Piaget, 1976)
Papert is the inspiration behind the maker movement. His early computer programming work with the Logo programming language at MIT was grounded in constructivist theory and Piagian thought of learning by doing. Papert believed that an educational system had the potential to empower students through meaningful hands on project-based work. He stated, "We can give children unprecedented power to invent and carry out exciting projects by providing them with access to computers, with a suitably clear and intelligible programming language and with peripheral devices capable of producing on-line real-time action" (p.245).
In a study of a Scence project using Logo as well as traditional materials, Papert was interested in how students were encouraged to "mess about with pendulums" in order to build "a sense of science as inquiry rather than as answers" (p.24). Papert's vision of a Science lab offered opportunities to build with wire, plastic and sealing wax as well as a digital medium using computers. The computer was a material included in the toolbox just as any other (Papert, 1987). Thus, maker tools promote learning through manipulation and play in real-time, fostering learner agency and disposition toward mastery (Papert, 1972).
Martinez, S.L. & Stager, G.L. (2013).
Invent to learn: Making, tinkering, and engineering in the classroom.
Torrance: Constructing Modern Knowledge Press
CNET. (2013, August 1).
Building a robot with Lego Mindstorms EV3
[Video file]. Retrieved from www.youtube.com/watch?v=Ml1J5w20tB4
Makedo. (2011, February 13).
How to makedo - extended
[Video file]. Retrieved from www.youtube.com/watch?v=XUTyugtAWDo
Technology Blog. (2014, June 12).
3D printer for kids & schools - Printeer
[Video file]. Retreived from www.youtube.com/watch?v=tLxvMD9w6Sg
Scratch Ed. (2011, November 13). Intro to Scratch [Video file]. Retreived from www.youtube.com/watch?v=ywG6lv9mFLI
PLEASE PRESS PLAY
FEEL FREE TO PRESS PAUSE AT ANY TIME
Papert, S. (1987). Computer criticism vs. technocentric thinking. Educational
Researcher, 16(1), 22-30.
Papert, S. (1972). Teaching children thinking. Innovations in Education & Training International, 9(5), 245-255.
Inspiring education: A dialogue with Albertans. (2010). Retrieved from