Edible Schoolyard provides training and curricula that aligns with NGSS. I was able, as a parent, to download documentation for a demonstration I did when we made vinaigrette after picking leaves of lettuce in the garden. The teacher could then include in her daily write up of how it was educational because it had the NGSS information. Formalizing maker activities in one hub where the curricular documentation already provided could go a long way towards allowing teachers to include it in their day if they can "prove" it is educational. PA is starting new standards this year (STEELS), so I realize it's a moving target and will need to be updated as these sort of things happen.
I've been running UMakers Makerspace for 8 years now. I retired at 59, so that I could open a community makerspace for adults to start a side hustle. When I was young, I learned to make things with my dad and brothers. This informal education actually helped me with getting my engineering degree, (STEAM) I will let AI(Gemini) write my thoughts for me. As just about every to college now has a makerspace, I don't think it will be much longer, before high schools will have advanced placement (AP) shop class. It could be tough though as many parents, teachers, admin's never saw the value of making stuff.
The maker movement has experienced significant growth over the past decade, driven by several key factors:
Accessibility of Technology:
Affordable tools: The decreasing cost of tools like 3D printers, laser cutters, and microcontrollers has made them more accessible to individuals and communities.
Open-source hardware and software: Platforms like Arduino and Raspberry Pi, along with open-source software, have lowered the barrier to entry for creating electronic projects.
Online resources: Numerous online tutorials, communities, and marketplaces have emerged, providing support and knowledge sharing among makers.
Shift in Education and Culture:
STEM education: Increased emphasis on STEM (Science, Technology, Engineering, and Mathematics) education has fostered a culture of creativity and problem-solving.
Makerspaces and hackathons: These collaborative spaces and events encourage experimentation, innovation, and the sharing of ideas.
DIY culture: The DIY (Do-It-Yourself) culture has gained popularity, empowering individuals to take control of their creations.
Economic Opportunities:
Entrepreneurship: The maker movement has enabled individuals to turn their ideas into businesses, leading to the growth of a maker economy.
Custom products: Makers can create and sell unique, personalized products, catering to niche markets.
Job creation: The maker movement has led to the creation of new jobs in fields like 3D printing, electronics design, and prototyping.
Social Impact:
Community building: Makerspaces and online communities foster a sense of belonging and collaboration among like-minded individuals.
Social innovation: Makers are addressing social challenges through innovative solutions, such as assistive technologies and sustainable products.
Civic engagement: The maker movement encourages active participation in local communities and empowers individuals to contribute to positive change.
While the maker movement has experienced significant growth, challenges remain, such as the need for inclusivity, digital literacy, and sustainable practices. However, the overall trend suggests that the maker movement will continue to evolve and shape the future of innovation and creativity.
I think there's a general lack of interest in educational innovation post-pandemic in addition to the reasons you suggest. Perhaps teachers are also generally lacking inspiration and feeling beleaguered which contributes to being motivated to dig into makerspace-oriented pedagogies and equipment.
Are there existing strong online networks where educators are collaborating and connecting around makerspaces? If not, building an online community of some sort might help. I'm running online events for educators... if you're interested in collaborating on something, let me know.
Thank you for this. It's definitely hard to keep them going. I'm trying to write up a paper about ~80 interviews with educators who opened or were involved in opening a makerspace in various educational organizations (not just schools, but also museums, libraries - my initial focus was a non-profit in the special education sectors), and I'm seeing that disparition of the champion everywhere. In all fairness, it's hard to build a long term sustainable project if it relies on inadequately compensated and resourced champion. Makerspaces everywhere are struggling too. Feels like we need to fight for the whole culture to survive at the moment.
Edible Schoolyard provides training and curricula that aligns with NGSS. I was able, as a parent, to download documentation for a demonstration I did when we made vinaigrette after picking leaves of lettuce in the garden. The teacher could then include in her daily write up of how it was educational because it had the NGSS information. Formalizing maker activities in one hub where the curricular documentation already provided could go a long way towards allowing teachers to include it in their day if they can "prove" it is educational. PA is starting new standards this year (STEELS), so I realize it's a moving target and will need to be updated as these sort of things happen.
I've been running UMakers Makerspace for 8 years now. I retired at 59, so that I could open a community makerspace for adults to start a side hustle. When I was young, I learned to make things with my dad and brothers. This informal education actually helped me with getting my engineering degree, (STEAM) I will let AI(Gemini) write my thoughts for me. As just about every to college now has a makerspace, I don't think it will be much longer, before high schools will have advanced placement (AP) shop class. It could be tough though as many parents, teachers, admin's never saw the value of making stuff.
The maker movement has experienced significant growth over the past decade, driven by several key factors:
Accessibility of Technology:
Affordable tools: The decreasing cost of tools like 3D printers, laser cutters, and microcontrollers has made them more accessible to individuals and communities.
Open-source hardware and software: Platforms like Arduino and Raspberry Pi, along with open-source software, have lowered the barrier to entry for creating electronic projects.
Online resources: Numerous online tutorials, communities, and marketplaces have emerged, providing support and knowledge sharing among makers.
Shift in Education and Culture:
STEM education: Increased emphasis on STEM (Science, Technology, Engineering, and Mathematics) education has fostered a culture of creativity and problem-solving.
Makerspaces and hackathons: These collaborative spaces and events encourage experimentation, innovation, and the sharing of ideas.
DIY culture: The DIY (Do-It-Yourself) culture has gained popularity, empowering individuals to take control of their creations.
Economic Opportunities:
Entrepreneurship: The maker movement has enabled individuals to turn their ideas into businesses, leading to the growth of a maker economy.
Custom products: Makers can create and sell unique, personalized products, catering to niche markets.
Job creation: The maker movement has led to the creation of new jobs in fields like 3D printing, electronics design, and prototyping.
Social Impact:
Community building: Makerspaces and online communities foster a sense of belonging and collaboration among like-minded individuals.
Social innovation: Makers are addressing social challenges through innovative solutions, such as assistive technologies and sustainable products.
Civic engagement: The maker movement encourages active participation in local communities and empowers individuals to contribute to positive change.
While the maker movement has experienced significant growth, challenges remain, such as the need for inclusivity, digital literacy, and sustainable practices. However, the overall trend suggests that the maker movement will continue to evolve and shape the future of innovation and creativity.
I think there's a general lack of interest in educational innovation post-pandemic in addition to the reasons you suggest. Perhaps teachers are also generally lacking inspiration and feeling beleaguered which contributes to being motivated to dig into makerspace-oriented pedagogies and equipment.
Are there existing strong online networks where educators are collaborating and connecting around makerspaces? If not, building an online community of some sort might help. I'm running online events for educators... if you're interested in collaborating on something, let me know.
Thank you for this. It's definitely hard to keep them going. I'm trying to write up a paper about ~80 interviews with educators who opened or were involved in opening a makerspace in various educational organizations (not just schools, but also museums, libraries - my initial focus was a non-profit in the special education sectors), and I'm seeing that disparition of the champion everywhere. In all fairness, it's hard to build a long term sustainable project if it relies on inadequately compensated and resourced champion. Makerspaces everywhere are struggling too. Feels like we need to fight for the whole culture to survive at the moment.
Thanks for your response. I'd love to talk to you about your paper. I agree that we need to "fight for the whole culture" if we care about it.