Tuesday, March 5, 2019

Day 5: Why turn an underutilized computer labs into a makerspace?



I'm a big fan of "Knowing Your Why?"

Whenever I'm asked for advice  about starting a makerspace, I usually start by asking a lot of WHY questions.

WHY do you want a makerspace?

WHY do you want a 3D printer? or a laser cutter?

Sometimes educators can articulate their WHY,  or what they think their WHY is for wanting a makerspace.
More more often than not,  they are still trying to figure that out.

Sometimes they know in their gut, but aren't sure how to articulate it.

Hopefully some of our blog posts this month will resonate and help you articulate your WHY?

Meanwhile, don't stop creating and making with kids.  Knowing your WHY can be a process that is informed by the experiences you and your students will have.   If the time is right for you to LAUNCH,  then do it!  It doesn't have to be an expensive launch!  It doesn't have to be perfect.

I  recently got a call from a school who told me "They wanted to make sure they get it right".   They were actually relieved when I suggested they might want to change their mindset to more of a maker mindset and aim for a small prototype rather than plan out "perfect makerspace'.


Frequently I get calls from educators who have been thinking of creating a makerspace and the opportunity comes their way because their computer lab has become underutilized since their school has provided all students a device.  Before giving up the room, you might want to think back to the days when you first launched a central computer space and outcomes that stemmed from that computer room.

My guess is that this computer room was set up to provide "ALL" students and teachers an opportunity to have access to technology and  for students to develop computer literacy skills.

But in most schools,  the earlier computer labs also attracted a group of kids who were fascinated by technology; kids who were curious about what was possible, kids who liked to tinker and play with tech, kids who's interest and talents were not always assessed or valued in traditional classrooms.   Quite often these kids were self-directed and were comfortable in a space where there was not "one right answer'.

Both my husband and I have experience watching the kids that showed up in our computer labs.  Both of us have experience learning with young people who were not looking to us for answers, but instead looking to us for opportunity.   The computers we had in school provided opportunities they didn't have at home (yet) to invent,  code, create, and build.

Craig gave his computer kids the opportunity to run their own Bulletin Board Service.  Many of these kids have discovered careers that were shaped by the sense of identity and the skills they formed together. 

Craig Lyndes and the CVU computer club


Lucie gave kids the opportunity to not only help fix computers in the school, but they also created the school's first web server and school web page.  We even gave them a title - North Country's Student Technology Leadership Team.

Replacing the computer lab in your school with a makerspace can serve similar outcomes.  It can become a safe place for many different type of kids to converge in; a place where they can invent together; learn from each other; build together.  The next Elon Musk might be sitting at a desk in your school.  What types of spaces provide him or her with opportunities they need as a learner and a place to learn with peers like themselves.

There are many more WHY's that can be served by turning that underutilized computer lab into a makerspace you might just be creating a space that  can ...
  • Welcome and Invite making as a means for learning and developing proficiencies
  • Creates evidence of learning and means of self expression and reflection that can become part of a student’s personal learning portfolio
  • Be filled with stations or opportunities for students to explore complexities of objects as integrated systems of parts and functions
  • Provide opportunity for students to explore new materials and processes that increases their capacity to communicate and solve problem
  • Build interest/curiosity leading to questions about phenomena (using a variety of methods from instructor lead activities, students exploration, to design challenges)
  • Naturally shifts the role of the teacher to support authentic student choice and voice (via open makes and more self direction in projects and project based learning)
  • Expand dimensions of communication (2D to 3D) and provide authentic practice for developing clear and effective communication skills
  • Offer numerous opportunities for creative and practical problem solving using design challenges and creation of personally meaningful products/projects
  • Provides self assessment of personal interest and aptitudes for personal learning plan
  • Develop understanding and skills in entrepreneurship and workforce readiness
  • Expand awareness of career pathways, including access to Career and Technical education
  • Provide flexible pathways for learning and extended learning opportunities.


During this March Maker Madness series we'll have conversations with several educators about the WHAT, HOW, WHY, and WHO questions around makerspaces in their schools.


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