Making for Learning?

One of the challenges for the school Maker Movement is that in many school implementations it is an add-on.  Schools are taken in by the wave of excitement and reports in current journals, and trying to determine how to join in.  Once they get started, deeper questions emerge.

Can the Maker Movement transform Vermont Education?

In some cases the implementation model is a reincarnation of the shop classes, or part of a “tech” curriculum.  In others, it is a static or moveable resource expected to be accessible to all students through a yearly in-depth unit.  Another common model is creating a space set aside in a school resource area for the just-in-time work for interested students or for ad hoc STEM units.  

With these models questions common to new implementations arise.  Who will support the hardware?  How do we get all students involved?  How do we provide professional development to achieve the level of implementation?  What is the source of sustainable funding?  And the most important one, why are we doing this?

Why are we doing this?

Considering the excitement and investment in resources for Making in schools, will schools be able to show a concomitant increase in student learning?  Innovative educators will always create exciting curriculum to engage students, but will that translate into meaningful learning for all students?  What standards will be measured (or what PBGRs* will be met) - commonly cited are those related to creativity, design thinking, problem solving, collaboration.  Does Making provide opportunities for deeper learning in areas that are hard to achieve with traditional pathways, and are we intentional in our focus on those areas?

How do we connect Making with deeper learning?

One of my beliefs is that technology should allow students to learn in a way that can’t be met with other methods.  In other words, if the technology is just used for Substitution (SAMR model) then it isn’t cost-effective or time-effective.  As I look for examples of making in our schools and ed tech conferences, I am encouraged to see ways Making can enhance deeper learning that helps K-12 students understand the STEM world.  I just wish I saw more of them.

*Vermont Proficiency-Based Graduation Requirements