Week 7

EDET 677 Week 7 Essential Question: What are the rules for your makerspace?

  1. Anything is possible- be creative, don’t give up!
  2. Everyone’s interests and activities are valued- we are all here to make, tinker and play! (Martinez, et.al., loc. 3644).
  3. Progress should always be documented- record, take a picture, or just remember to document your progress! (loc., 3656).
  4. “Collaborations through the air.” Share your project with anyone, anytime! (loc., 3681).
  5. Report all injuries. “Safety in School Makerspaces”
  6. Always use appropriate safety equipment. Dress accordingly, use protective gear. “SLO Makerspace…”
  7. Prepare, familiarize yourself with the makerspace, tools, locations of first aid/fire extinguisher, safety equipment. “Safety in School Makerspaces”
  8. Operate the tools accordingly.
  9. Clean up- Make sure your work area is clean and return all tools to their proper locations when finished. (SLO Makerspace…)
  10. Most importantly, have fun!


SLO Makerspaces Rules and General Safety. (2013, December 26). Retrieved June 28, 2016, from http://www.slomakerspace.com/wp-content/uploads/2013/12/SLOMakerSpaceRulesandGeneralSafety.pdf

Hlubinka, M. (2013, September 02). Safety in School Makerspaces | Make:. Retrieved June 28, 2016, from http://makezine.com/2013/09/02/safety-in-school-makerspaces/

Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved June 28, 2016.

Week 7

EDET 678 Week 7 How can 3D printing change the way we think about education?

3D printing can change the way we think about education in many ways. The first is its benefits. 3D printing captures the interest of students. Not only will you move away from text, but also students will stay engaged by hands-on experimenting. According to the article “3D Printing For Schools,” it will also stimulate interaction during class. Your classroom will be “instantly transformed into an interactive learning experience.” For instance, students will get to see, hold, and test their ideas in real space, according to the article “Integral to Discovery.” Instead of drawing a model, you can print it for a more visible and tangible experience.

Another way 3D printing can change the way we think about education, is its value to the real world. For example, “Kids will learn to solve problems through physical prototyping… Their mindset will change as they will learn to embrace failure as these failed prototypes allow them to improve their designs quickly,” according to “3D Printers for Schools.”Not only with 3D printing teach our students to embrace failure, but also it’ll teach them the legal and ethical consequences, (Federico-O’Murcho, 2014).

“Bringing 3D printing into the classroom exposes learners to the same cutting-edge technologies they’ll encounter in their careers.” 3D printing will give students a jumpstart on tomorrow’s challenges, according to “Integral to Discovery.”


Integral to Discovery. (n.d.). Retrieved June 27, 2016, from http://www.stratasys.com/industries/education

Federico-O’Murchu, L. (2014, May 11). How 3-D printing will radically change the world. Retrieved June 27, 2016, from http://www.cnbc.com/2014/05/09/will-3-d-technology-radically-change-the-world.html

3D Printers for Schools, Universities & Education| Leapfrog 3D Printers. (n.d.). Retrieved June 27, 2016, from http://www.lpfrg.com/en/professionals/education/



Reflection Week 6

This week we read about coding and the pros and cons of incorporating it into the curriculum. Douglas brought up some good points, like it shouldn’t be its own core subject, but we should integrate coding into other core subjects. I have to agree with him because I don’t see myself teaching 50 minutes of coding to K-1; however I see myself integrating coding in some way to meet the content standards. I do believe that coding is an important skill, and students should be introduced to it some point in their elementary/secondary school years.


This week we learned about what kinds of supplies are needed in a maker space classroom. We read about ways we can fund for supplies. I liked that Amy said that we don’t need expensive tools and supplies to have a successful maker space. A lot of what we can use we already have. For instance, in my classroom I have a lot of construction paper, fabric, popsicle sticks, pipe cleaners, iPads, etc. It would be nice to have the latest technology, like 3D printers. I would begin by fundraising for my class, and having students write letters to corporations asking for donations. There are a lot of resources out there that would be willing to donate to support students.

Week 6

EDET 677 Week 6 What stuff will you stock your making space with, what’s the cost, and how will you fund it?

There are a lot of things I’d like to stock my makerspace with. I want my makerspace to include a basic stock of supplies to keep my students’ feeling challenged, inspired, and busy (Martinez, et.al, loc., 3336). This includes a 3D printer, electronic parts and tools, computers, cameras, software, craft and art supplies, building materials and traditional tools, recycling and reusable produces, and a library.

My electronics would include soldering irons and supplies, LEDs, buzzers or things that light up and can make sounds, batteries, wire cutters, tweezers, etc., (Martinez, et.al, loc., 3345).

“Computers are the most versatile part of your makerspace,” according to Martinez. I don’t have desktops in my classroom, nor do I have laptops for each student, but I know that I can easily get desktop computers set up in my makerspace. I’d begin collecting peripherals and parts that students can use whenever: cables, memory cards, blank CDs/DVDs, microphones, speakers, headsets, software, etc., (Martinez, et.al, loc., 3364). I’d also begin collecting video cameras and phones. On my desktop computers, I would install the tools needed for students to create or design their projects. Martinez recommends Hyperstudio, Tech4Learning, and Animatonish (loc., 3393).

I have a great collection of art supplies in my classroom already: glue guns/sticks, felt, card stock, stickers, pipe cleaners, sewing supplies, tape, scissors, popsicle sticks, modeling clay, containers, beads, the list can go on. But I can always have more.

I’d like my makerspace to include a variety of building materials and tools. This includes pliers, hammers, clamps, screwdrivers, drills, lumber, plywood, cardboard, glue, hooks, pins, nails, screws, bolts, washers, etc., (Martinez, et.al, loc., 3406). Old phones, calculators, remote controls, clocks, radios, TVs, and any other unnecessary house old items that are no longer needed.

I think one of the most important things needed in a makerspace is a library. Students need to have access to all kids of books that will inspire them and spark their imaginations (Martinez, et.al, loc., 3445).

It would be nice if I can get all of these things free. According to the article, “The Beginners Guide to Makerspaces,” we should “keep it local” and ask for donations from in the area. Since Koliganek is really small village, I’d ask for donations from our school district, our village corporation, our Native Corporation, and our village’s environmental organization for donations. The article suggests asking local hardware stores, local illustrators, university programs,    Regional economic development authorities and large universities/corporations.

Paloma-Garcia Lopez suggests first finding a space. My classroom is really small, but our school will have an extra room this coming school year. There are no available buildings in our community with Internet connection that would work for a makerspace except the school. Another good way to start up a space is to get a club going. If I can have a makerspace club afterschool, or sometime during the school day, I know that I’d be able to use that extra classroom.

Building a makerspace classroom sounds like a lot of work, but once it’s together and everyone understands the philosophy of it, it’ll be worth it.


Garcia-Lopez, P. (2013, September 05). 6 Strategies for Funding a Makerspace. Retrieved June 21, 2016, from http://www.edutopia.org/blog/6-strategies-funding-makerspace-paloma-garcia-lopez


Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved June 21, 2016.


The Beginner’s Guide to Makerspaces   Tags: Edtech, fab labs, makerspaces, school libraries  . (2016, February 14). Retrieved June 21, 2016, from http://libraryschool.libguidescms.com/content.php?pid=669125



Week 6

EDET 678 Week 6 What are the compelling arguments both for and against computer coding in schools?

There are many pros and cons to computer coding in schools. “Coding is said by some, is the new literacy,” (Trucano, 2014). When I think about coding, I think about entering numbers, equations, data, etc., into the computer, and whatever codes you input, the computer will generate a response. I was a biller after high school in a hospital, and it had to do a lot with entering patient’s visits- codes. I hated it, and I’m glad this type of coding isn’t that.

“Learning how to code means a child can create an educational tool to help them learn, an imaginary world to play in or just create useful software that makes life easier… all from a child’s perspective,” (Singh, 2015). According to Harrell, “Learning the fundamentals of coding provides students with skills that will serve them well in virtually any career they choose.” Coding is the ability to make tablets and computers do useful things (Harrell, 2015).

So what are the pros and cons of coding?

Pros (Trucano, 2014)

  • Help students acquire vocational skills that are immediately relevant to today’s job market.
  • Helps develop important logic and problem-solving skills.
  • Helps students better understand the nature of the world around them, and how and why increasing parts of it function as they do.
  • Can serve as a gateway to subsequent study of STEM topics, and possibly lead to jobs and careers in related fields.
  • Enables creativity and creative expression.

Cons (Ronan, 2016)

  • Replaces teachers
  • Distracting
  • Easier access to others’ work
  • Disparity of access outside of class
  • Privacy


Some of the cons I’ve come up with are: the teacher is not open to educational technology; teacher is non-tech savvy, no support from other teachers, administration or parents, and problems with Internet connectivity in and outside of school.

I think coding is something I can get into. I would love to try it in my classroom.


Harrell, M. (2015, March 17). Add Coding to Your Elementary Curriculum. . . Right Now. Retrieved June 20, 2016, from http://www.edutopia.org/blog/add-coding-elementary-curriculum-now-matt-harrell

Ronan, A. (2016, April 26). The Pros and Cons of Technology in the Classroom. Retrieved June 20, 2016, from http://www.edudemic.com/education-technology-pros-cons/

Singh, L. (2015, June 7). Kids can rule in code-writing world if given right tools. Retrieved June 20, 2016, from http://www.smh.com.au/digital-life/digital-life-news/kids-who-code-why-the-app-store-will-soon-be-dominated-by-young-developers-20150602-ghetgt

Trucano, M. (2014, August 12). Should All Students Learn How to Code? Pros and Cons. Retrieved June 20, 2016, from http://www.wise-qatar.org/coding-cognitive-abilities-michael-trucano



Week 5 Reflection

This week we read about teaching and learning, and their relationship. I said that students learn by experimenting, failing, trying again, etc… Theresa brought up a good point that when teachers onlly use the instructionist method, students will think it’s the only way to learn. “When students habituate to these roles and routines over the course of their childhood and teenage years, they receive the message that the only way to learn is by being taught.” I also learned from Sara that because not everyone has the same personalities, communication and teamwork can be difficult to reach a goal. Which is why using different teaching methods is essential for learning.

Reflection Week 5

So, I never heard the term- Internet of Things, (IoT), until this class. It’s funny because a lot of the readings/articles go back to 2014 and we’re finally learning them. The IoT is anything you use that connects to Internet using any device. I mentioned that a app for AIMS Web testing. I would love if there was an app for it. I feel like a lot of our testing is already done online, and this should be another. The readings can come up and the student can read a loud using voice recorder. The app would track mistakes/errors, and calculate the percentages. Data can be sent to the teacher, and if the teacher notices something, they can go back and review the recordings. It would be even nice if the app can tell what the student needs to work on, or is struggling with. This app could save the teachers and students a lot of time.

Week 5

EDET 678 Week 5

Design an object that could be classified to the IoT and describe how it could contribute to your classroom.

The Internet of things (IoT) can be described as any device that can connect and disconnect to the Internet, or from each other (Morgan, 2014). Consumer applications, insurance, transportation, manufacturing, utilities, government, banking and healthcare are examples of different fields that contribute to the IoT. (Tamburini, 2014). “Cell phones, coffee makers, washing machines, headphones, lamps, wearable devices, and almost anything you can think of,” (Morgan, 2014) are examples of devices that connect to the Internet with an on/off switch. The IoT has focused largely on how connecting devices can create efficiency. The latest hype around the IoT is how connecting people directly to digital networks may have the “greatest potential to shift our social experience and even alter traditional institutions,” (Meyers, 2014).

If I were to design something that can contribute to the IoT that will save us time in our classroom, alter our educational experiences, and drive new ways of teaching; it would be an app that will allow students to take their AIMS Web testing online. I was thinking about something we are required to do, that takes up so much instructional time, (especially if you have a class of 25), that can calculate data and track student improvement throughout the school year or over the years, that can use voice recording, and show what the student still needs to work on.

In our school district, we are required to give our students the AIMS Web testing each quarter in the school year. Doing that four times a year, implementing the test, calculating the scores, etc. is a lot of work. Students are already taking other tests online, I feel like AIMS should be another. It would certainly give us more time with our students, and less time administering another test.


Meyers, M. (2014, December 03). Can the Internet of Things make education more student-focused? – Government 2020. Retrieved June 14, 2016, from http://government-2020.dupress.com/can-internet-things-make-education-student-focused/

Morgan, J. (2014, May 13). A Simple Explanation of the ‘Internet of Things’ Retrieved June 14, 2016, from http://www.forbes.com/sites/jacobmorgan/2014/05/13/simple-explanation-internet-things-that-anyone-can-understand/#57e6296e6828

Tamburini, D. (2014, October 20). What Is the Internet of Things & What Does It Mean for Design? Retrieved June 14, 2016, from http://www.wirelessdesignmag.com/blog/2014/10/what-internet-things-what-does-it-mean-design


Week 5

EDET 677 Week 5: What is the relationship between teaching and learning?

The relationship between teaching and learning is how we approach our teaching method. Constructivism is a theory of learning that is most associated with teaching models that are project-based, child-centered, open-ended, inquiry-based, etc. Constructionism is a theory of teaching, which is the best way to implement constructivist learning, (Martinez, et.al, loc., 1652). Instructionism is direct instruction, where we teach our students directly; the facts, and then having them practice to memorize how to solve. Instructionists believe that learning is the direct result of having been taught. “Constructionists believe that learning results from experience and that understanding is constructed inside the head of the student,” (Martinez, et.al, loc., 1665).

Seymour Papert (Martinez, et.al, loc., 1690) outlined the “Eight Big Ideas Behind The Constructionist Learning Laboratory:”

The first big is learning by doing. The second big idea is technology as building     material. The third big idea is hard fun. The fourth big idea is learning to learn. The fifth big idea is taking time- the proper time for the job. The sixth big ide is the biggest of all: you can’t get it right without getting it wrong. The seventh big idea is do unto ourselves what we do unto our students. The eighth big idea is we are entering a digital world where knowing about digital technology is as important as reading and writing.

I think a great way to describe the relationship between teaching and learning, is introducing a tool, or a problem, and then having the students figure it out on their own; which is a concept called applied constructionism (Martinez, et.al, loc., 1722). There is little emphasis on learning the facts, but more on learning the processes. Students collaborate with each other, ask questions, help one another, experiment, make mistakes, and do it again… It’s the learning process.

“Less is more when it comes to instruction. If you need to teach something new, make the demonstration as quick as possible,” (Martinez, et.al, loc., 1778). We should focus on the big ideas and what students need to know now, followed by an opportunity for them to gain experience with that idea or technique (loc., 1790).


Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved June 13, 2016.