Makerspaces: A Romance for Educator Preparation Program Partnerships

• In Event: Making the Future: Addressing Critiques, Transitions, and New Challenges in Maker Education

Abstract

Objectives: Thirteen years of flagship and regional maker faires have left an indelible mark on the educational landscape, evident by scores of STEM fairs and creating and tinkering initiatives found with increasing regularity in schools, libraries, and communities around the United States. The shuttering of Maker Media (Constine, 2019) has understandably shaken the informal learning network, but assuming this is the end of maker education ignores what Blikstein (2018) adeptly termed “a revolution in waiting for a century” (p. 419). We have laid the foundation to continue these initiatives and engage in applied, design-based research to build a stronger foundation of research and practice upon which constructivist learning will continue to shape both formal and nonformal learning experiences.
From the teacher educator perspective, we have much to provide by way of supporting maker experiences that also prepare future teachers for these environments. Educator Preparation Programs (EPPs) accredited through the Council for the Accreditation of Educator Preparation (CAEP; 2015) are quite familiar with Standard 2 Clinical Partnerships and Practice and the requirement to document efforts related to partnerships for clinical preparation and clinical experiences.
Modes of Inquiry: At a university in the Pacific Northwest, we introduce service learning in the first teacher education course students take prior to formal admission into the program and continue this requirement through subsequent coursework on diversity. These service-learning opportunities place preservice teachers in a community makerspace and community making events to become familiar with these environments to help them better understand the relationship between formal and nonformal learning experiences and experience some of the technologies to support making. We also have an agreement in place to facilitate one- and two-week rotations through a large, established makerspace supporting regional business, industry, and education during the student teaching internship experience. Coordinated with the facility education director, a former classroom teacher with a master’s degree in curriculum and instruction, students have the opportunity to support and lead maker learning activities related to robotics, textiles production, digital fabrication, and industrial arts.
Results and Significance: Preliminary evaluation of these efforts indicates a sustainable and practical approach with reciprocal benefits. From a slightly different perspective, we are now using these partnerships as inspiration to investigate the potential for a certificate in non-formal learning that would help graduates communicate experience with pedagogy and practice in these non-formal settings. As a post-graduate program, the initiative draws upon coursework in managing nonprofit organizations, program evaluation, and cognitive psychology, culminating with an informal learning internship experience. This component of the involves collaborating with the federal TRIO program housed on campus to strengthen partnerships with communities and provide a pipeline, matching students who need an informal learning internship experience with established programs. Upon completion, these students are well suited to coordinate informal learning programs for school districts, museums, discovery centers, state agencies, etc. This poster will summarize, connect, and reflect on the limitations and implications of these two initiatives.

Author

• Tonia A. Dousay, University of Idaho