Page 10 - THE Journal, March 2017

FEATURE |STEAM
fashion design program upstairs. Students present their projects to other people on the staff at the end of this quarter. We try to keep it very low key, low budget and use recycled things.”
Robin Glugatch, librarian at Mountain View Elementary School, Simi Valley, CA, favors a combination of low- and high-tech for her maker space. The wide array of maker space resources includes: a 5’ x 5’ Lego wall; dry erase paint on tables; a green screen wall; sewing machines; robotics;
video game design with Bloxels; stop motion animation with HUE Animation; a tinker table with components to take apart; crafting supplies; circuitry with squishy circuits; an abundance of cardboard; Keva Planks; and Magna-Tiles.
Even with all those educational options, Glugatch said, some educators are hesitant to fully embrace maker spaces because they believe the spaces can’t successfully be integrated into the curriculum. “The biggest misconception about maker spaces
is that they don’t tie into the Common Core standards,” Glugatch lamented. “Many educators agree that they are ‘fun’ but do not see the link to the standards. I could not disagree more, and I am hard- pressed to find any activity that we have in our maker space that could not be linked to a standard. We certainly cover the 4Cs in almost all of the activities.”
Greg Thompson is a freelance writer.
Q&A With Sylvia Martinez, co-author, ‘Invent To Learn: Making, Tinkering, and Engineering in the Classroom’
THE Journal: What do most educators believe is the proper use for maker spaces?
Sylvia Martinez: When educators are introduced to the concept of the maker movement and maker spaces, they might assume that the best educational use is in early science curriculum such as physical science and electronics. However, as they become familiar with the wide range of tools, technology and example projects, they find that the concept of maker spaces can be at home in every classroom from pre-K to university.
The “maker mindset” of being an independent, capable problem- solver is something that translates to every subject area.
One of the most interesting things that schools learn from having a maker space is how capable students really are when given
the opportunity. That revelation can inform more learner-centered practices school-wide.
THE Journal: What type of technology is making an impact in modern maker spaces?
Martinez: The use of computational technology to create “smart” things is a game changer. This allows young people to master the most modern and powerful technologies that are changing the world. It’s a way to turn educational technology from being a “teacher” technology into a “learner” technology. This is the way to fulfill the promise of technology in education.
THE Journal: What is “the next big thing” when it comes to maker spaces?
Martinez: As maker spaces become more mainstream, it’s important to keep it fresh and remember that the most exciting times are
when you don’t know exactly what’s going to happen. Don’t settle
for everyone doing the same thing just because it’s convenient and eliminates the joyful mess. Watch for new inventions in new areas.
Nicholas Negroponte, who has predicted many things that are now everyday reality, says that “bio is the new digital.” Advances in synthetic biology are mind blowing and well within the grasp of high school students. The maker movement is not just about 3D printing and microcontrollers; this is a worldwide revolution that’s about to change how we make everything, including our very selves.
THE Journal: What is the biggest misconception about maker spaces?
Martinez: Probably the biggest misconception is that you need a special space. It certainly is a good idea to keep things safe and secure, but if that means that students only visit the special place once a year to do one special project, you lose much of the power.
The power of a maker space should be that students use tools and materials to solve their problems, and that requires access and fluency.
It is also a misconception that a maker space is the only space that students do hands-on projects, or that maker space is only for certain students. That becomes an excuse for keeping the status quo for all other classes. It would be a sad outcome if the addition of a maker space to a school meant a reduction in hands-on opportunities instead of an increase school-wide.
THE Journal: What developments are there in the use and/or teaching methods concerning 3D printing?
Martinez: 3D printing has become the number one tool connected with classroom making. There have been terrific advances in functionality, speed and quality, all while prices steadily drop. This
is great news, but there are still issues with implementation. The biggest value for schools is in the design process where the 3D printer becomes a partner in creating solutions for student projects and problems.
However, there is no magic wand or shortcut when it comes to 3D printing. The time it takes to print objects becomes a problem when you want large numbers of students to experience an iterative design process. It is a mistake to confuse speeding up or eliminating the design process with progress. Purchasing “one-click” software or pre-designed models for students to print out is not a solution. I’m excited about several new software solutions for 3D printing that will make design easier, without sacrificing user control and flexibility.
Sylvia Martinez holds a B.S. in electrical engineering and a master’s degree in education technology and works in schools around the world to bring the power of authentic learning into classrooms, particularly in STEM subjects. In earlier careers, she was an aerospace engineer, president of an educational nonprofit, computer and video game designer, and senior scientist researching GPS navigational satellite systems.
Her book site is inventtolearn.com, and she can be reached at sylviamartinez.com.
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