Final Project - Maker Movement

Interview

For my interview regarding the maker movement, I chose to interview a teacher that began her maker movement journey at the beginning of the year. Her building and job title is comparable to mine, so learning from her would make implementing more feasible for me. Here is our conversation regarding what she has learned the past year.

Movie Maker

As a culminating project, I created a movie using Movie Maker regarding the Maker Movement and specifically Maker Spaces. To complete my project, I researched information regarding the Maker Movement, curated these resources in Flipboard, and summarized my findings in a movie. Below are the references for my content as well as images. After viewing my movie, I hope you have a better understanding of the Maker Movement and it's positive impacts on students. Though I focused mainly on MakerSpaces, this information can be applied to the Maker Movement as a whole.

Below are the 2 magazines I created to curate the information for my project.

  View my Flipboard Magazine. View my Flipboard Magazine. 

References:

DeWitt, P. (2017, March 22). Makerspaces: A Tool That Can Transform Learning. Retrieved April 21, 2017, from http://blogs.edweek.org/edweek/finding_common_ground/2017/03/what_are_makerspaces_a_tool_that_can_transform_learning.html?cmp=soc-edit-tw

Jairio, H. (2015).  [Online image]. Retrieved from https://pixabay.com/en/time-tiempo-count-day-future-699965/

Jarrett, K. (2012). Engineering design process. [Online image]. Retrieved from https://www.flickr.com/photos/kjarrett/8223940390

Jena, Passut. (2016, March 28). Q&A with Makerspaces Innovator Laura Fleming on the Best     Creative Spaces in K–12. Retrieved April 21, 2017, from http://www.edtechmagazine.com/k12/article/2016/03/qa-makerspaces-innovator-laura-fleming

Makerspace in the main library. (2014). Retrieved from https://www.flickr.com/photos/5chw4r7z/16375687852

Makerspaces: the Challenges. (2015, December 12). Retrieved April 18, 2017, from https://curiositycommons.wordpress.com/makerspaces-the-challenges/

Provenzano, N. (2015, July 15). Fostering Creativity With Makerspaces. Retrieved April 21, 2017, from https://www.edutopia.org/blog/fostering-creativity-with-makerspaces-nicholas-provenzano

Reid, J. [Online Image]. (2006, October, 4). Hand. Retrieved from https://en.wikipedia.org/wiki/File:Stop-hand-caution.png

Rendina, D. (2016, April 13). Defining Makerspaces: What the Research Says. Retrieved April 19, 2017, from http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/

Santana, L. (2011). Creativity. [Online image]. Retrieved from https://www.flickr.com/photos/llowrain/5523800294

Tierney, J. (2015, April 20). The Dilemmas of Maker Culture. Retrieved April 20, 2017, from https://www.theatlantic.com/technology/archive/2015/04/the-dilemmas-of-maker-culture/390891/

Gamification in Education

What if there was a way to instill persistence, problem solving and agency in students all while learning in an educationally sound yet fun environment? Proponents of gamification in education believe bringing games into the classroom will instill these attributes in students.

Students Learn...

When a student partakes in gamification, they are given the opportunity to not only learn the content, but also:

• participate in gaming which they may already find entertaining and engaging
• work at their own pace
• earn points or badges for their hard work
• learn without having the pressure of knowing everything the first time
• engage in a social environment where all students support each other
• experience immediate feedback related to their learning

With gamification comes badging - where students can earn badges or points each time a level is completed. This first time I heard of badging was at a 2013 conference where Todd Nesloney (Tech Ninja Todd) spoke about how he successfully used badging to teach students the elements of Google Education Apps. Each time a student completed a unit successfully, they moved on to the next unit and also earned a badge for their work. The badging, I believe, aid students in understanding what they have already mastered, have yet to master, and provides motivation to continue.

Test Driving a Game

To test out gamification in education, I worked through levels in GameStar Mechanic. The reason why I chose this one is because I know of a Gifted and Talented teacher that uses GameStar Mechanic as an avenue for students to learn game design. Even though she touts how her students are extremely interested in the game and learn along the way, I had not yet had a chance to see what GameStar Mechanic had to offer, until today.

What caught my interest immediately was the fact that students had the opportunity to just play games through the first few levels. Though it felt like these levels were just there for fun, the user is actually learning how games work by playing one! Once the player is accustomed to how games are made, they are moved onto levels which provide them opportunities to build their own games, using what was seen and learned in the first part of GameStar Mechanic.

After playing levels, I have come to conclusions about gamification in general. Since gaming is something my students are already extremely immersed in and have experience with, it makes since to bring games to education. When reading about gamification, various students came to mind; those who really love video games and want to be gamers when they grow up, students who are not motivated by typical lessons, and competitive students. I do believe all these students would be served extremely well with gamified education. Gamification can be extrinsically motivating to the students due to the earning of badges and competition between classmates. However, intrinsic motivation is provided as well in the form of engagement and excitement created by the games. I believe a good game must have a balance between intrinsic and extrinsic to keep students motivated. When playing GameStar Mechanic, I was thinking about my English Language Learners and low readers in relation to the hurdles they would face reading the back story at the beginning of the game. The game itself was frustrating at times; there was one level I just couldn't seem to get passed and no help was provided by the game. This is where intrinsic motivators may fail but there still is extrinsic motivation for the user to cling to.

Explore Like a Pirate

One of the people I follow on Twitter is Michael Matera (@mrmatera) who is the author of Explore Like a Pirate. I've always really enjoyed his tweets and even take time to explore what he posts. This education game-changer has his students learning their content through games. He even sells badges on his personal website. In a blog post, he calls learning involving games "purpose driven learning". At the beginning of the year he talks about this kind of learning and discusses their learning using the words enthusiasm, effort, confidence, focus, resilience, dependability, initiative, creativity, curiosity and empathy. What an exciting yet focused way to begin a gamification unit. Right away, the students are understanding they aren't just playing a game, but instead instilling various abilities in themselves.

References
Chou, A. Y. (2017, February 26). Gamification in Education: Top 10 Gamification Case Studies that will Change our Future. Retrieved April 12, 2017, from http://yukaichou.com/gamification-examples/top-10-education-gamification-examples/

Gamification of Education. (n.d.). Retrieved April 12, 2017, from http://ed.ted.com/on/uk36wtoI

Matera, M. (2016, December 05). Building Inner Strength Through Purpose Driven Learning…. Retrieved April 12, 2017, from http://explorelikeapirate.com/building-inner-strength-through-purpose-driven-learning/

Flipping A Classroom

Flippin' A Class
How do you spend time with your students during your classes? Are you able to provide individual attention or do you spend your precious time trying to reach everyone all at once? Proponents for Flipped Classrooms believe their pedagogy allows teachers to utilize classroom minutes to reach all students on an individual level. By providing instruction via online videos for students to watch at night, teachers allegedly have more time to work individually with students. When students enter the door of a flipped classroom, they should already be possessing knowledge on a specific topic from viewing videos (created by the teacher) the night before.

The idea for a flipped classroom sounds intriguing. I have listened to teachers present at conferences about how their students thrive in a flipped classroom. There is no doubt in my mind the students in these particular classrooms are learning at intense rates. The positives of flipping a classroom seem fairly obvious: students can watch and re-watch videos as necessary, being absent has less effect on your learning, and applying your knowledge happens in the classroom instead of at home on the kitchen table doing homework. With all that being said, in my position I do not believe the complete flipped classroom model would be beneficial to my students because:

• I teach 6 classes a day to various students in K-5 (read: that's a ton of videos)
• Most of my students do not own their own devices
• The families in my community do not have internet access, unless it's through a phone
• Seeing my students every 4 days is not optimal for carrying over learning

But of course, I am not like every classroom. If I was back teaching in my 5th grade, Catholic school building I would give flipping a classroom a try! Two students who were extremely high in math come to mind. I can imagine the possibilities of flipping math for their benefit!

Giving It A Go

For my video, I used Educreations instead of screen casting. Though Educreations is not new to me, it's been a while since I've used it, unlike the screen casting I do numerous times a year. The topic is digital footprint geared toward my 4th graders. Before you view my video, here is what I learned from my experience:

1. Educreations has simple tools, which for me, made life harder. Why can't there just be an undo button instead of erasing everything?
2. The video took me 2 tries, the first time my Flash decided it was too late in the night to work.
3. I have horrible handwriting and it is intensified using a drawing tool.
4. I realized student comments and conversations tend to drive my instruction. Impromptu conversations that arise when discussing digital footprint is something I miss.
5. Saving halfway through and trying to view your work is NOT possible (I learned the hard way).
6. I can add pictures? Wahoo!
7. My 4 minute video took me an hour to create.
8. Creating a video for my students to watch instead of giving the same directions over and over would be helpful! For instance, if I hear How is it again that I log onto Google Classroom?" I can point them to a video.

References for pictures in video:

Free Image on Pixabay - Brush, Paint, Art, Colorful. (n.d.). Retrieved April 06, 2017, from https://pixabay.com/p-1318350/?no_redirect

Garcia, D. (2016, January 06). Found an old, chubby Sharpie in the mix. Aficionados will know the difference. #sharpie. Retrieved April 06, 2017, from  https://www.flickr.com/photos/gypsyroguescholar/23578214663

(n.d.). Retrieved April 06, 2017, from https://pixabay.com/en/road-start-beginning-intention-368719/

R. (2006, February 14). Retrieved April 06, 2017, from https://www.flickr.com/photos/rufino_uribe/99768345

Learning Spaces

What I Already Have
This is my third year teaching in the school I am currently at and each year I move, remove or add items to make my library more user friendly, comfortable and spacious. Over the last three years I've rearranged floating shelves, rearranged tables and chairs, added items to my walls, and moved seating and carpets. As I was reading the articles for this week, I was reflecting on what I currently have in the library. Reading the article from USC Rossier Online titled The Science of Classroom Design I realized my space is already conducive to learning. For example, my walls are blue which makes one feel comfort and secure, according to the author. Personally, I don't have clutter, so my walls are mostly bare. The infographic states, "keep 20-50% of wall space clear to optimize student learning." This is not an issue in the media center. Lastly, I am blessed with an abundance of windows that let in natural light, which the infographic states can increase math and reading scores. I typically keep the blinds shut due to the glare on my Promethean board, but with the shear number of windows I have, plenty of natural light still seeps in. A teacher once told me florescent lights can cause students with attention problems to be overstimulated so ever since then I only turn on half my lights.

Only about half the windows I currently have - most now open accepting light

Two areas for technology work or for looking up a book

Expectations are posted for all to see

This make-shift bulletin board is for students to write book suggestions

Extra seating areas for quiet reading or partner work

As students walk in, the area is free of clutter and free of floating shelves

Open area where Kindergarten through 2nd grade sit.

The tables and chairs are arranged to encourage working as a team

What I Can Change
Since I have such an open area, there is not many ways I can change the arrangement. For instance, I already have particular areas for computer and partner work. Students are allowed to work anywhere in the media center on their projects, giving them lots of space to spread out. When working as a class, I have tables that provide a more intimate setting then personal desks. With my younger students, they have plenty of space to sit on the carpet and listen to me read a book. My students are also lucky to have comfy chairs to sit on while reading a book or working with a partner. The one change I did make was adding my bean bags. Typically, these are given out as "rewards" to students who are listening and following directions, but after reading the articles for this week, I realize the importance of leaving the bean bags out for anyone to use at anytime. Another idea that was sparked by this week's readings was making my MakerSpace less crowded. Today's assignment prompted me to move out a book cart I had placed in the area so that students had more room to make and take.

 Bean bags were added for more seating options

 I created more space for students to work on their MakerSpace projects

My "stuff" organized and out of the way

What I Would Like to Change

Having $1,000 to change the look for a classroom or library would be a teacher's dream! Right away, a feel ideas came to mind when listening to Rebecca Hare and Robert Dillion talk. First, I would love to add more color to the walls and shelves. Though blue is a nice color, I feel the space would feel more student friendly with bright colors. For example, being able to color the shelves of fiction, nonfiction and Easy books would really help students know where to find books. 

Source: http://www.wbur.org/artery/2015/02/21/boston-library-renovation

Keeping themselves out of trouble while waiting for classmates to check out is a problem my students constantly struggle with. To aid in this, I would add areas that allow students to practice their STEM skills in the open areas of my library.

Source: http://vanmeterlibraryvoice.blogspot.be/2016/03/community-coloringits-all-rage-in.html

Source: http://orchardschoollibrary.weebly.com/library-makerspace.html

I would love to add some flexible seating in the open spaces on the sides of my shelves. Students are needing other areas to read or work with their devices. This is a picture of fun colored seating area that could double as a work area or reading area.

Source: http://ideas.demco.com/trends-topics/spaces/space-design/

Source: http://www.designshare.com/index.php/projects/ps1-bergen-library/images

The last idea is to change the lighting and add in some plants. Since I already have lots of natural light, I don't need huge fluorescent lights. How great would it be to dim the lights a little instead of having it constantly glare in my student's faces? Being able to shut a few lights off at a time would also increase student concentration.

Source: http://www.slj.com/2011/04/industry-news/divine-design-how-to-create-the-21st-century-school-library-of-your-dreams/

Closing Thoughts

In the end, my ideas might add up to be more than $1,000 but from the articles I read I do believe these would be important changes to make some day. The information in this unit really got me thinking about what it is that I could change to increase learning and make my students feel more comfortable. After reading the articles, what did you read or hear that really stuck out to you and made an impression on you?

References:

Shareski, D. (2017, March 07). A Conversation about Learning Spaces. Retrieved March 29, 2017, from https://www.youtube.com/watch?v=U6jYMf3BSV0

The Science of Classroom Design [Infographic]. (2015, October 05). Retrieved March 29, 2017, from https://rossieronline.usc.edu/science-of-classroom-design-infographic/

Changing Role of Libraries

The purpose and look of libraries are changing to meet the needs of today's world. Instead of entering a Library to quietly find a book, quietly read it, then return it, libraries are now becoming a hub for hands-on make and take learning, which is being steered by the Maker Movement. For example, in my Library I have Legos, building blocks, Ozobot robots, squishy figures, iPads, computers, duct tape, cardboard pieces, toilet paper rolls, oh and of course books!! This school year I began my Makerspace journey by reading articles and going with my instincts. Due to the limited amount of time I have with my students, I am slowly rolling out different ideas. Next year, I hope to provide my students with more making opportunities before and after school.

To aid in my journey, I read articles relating to the Maker Movement to see how other libraries are structuring their space as well as finding items for making. Flipboard is a great way to curate all these reliable sources into one easily accessible place. This is where I created a Tips for Education magazine as well as an Educational Articles magazine. For me to process information and easily find articles later, I place articles in separate magazines. In the future, I hope to add a MakerSpace Tools magazine where I can drop websites that have ideas for various technology tools.

View my Flipboard Magazine.
View my Flipboard Magazine.

Commenting, easy flipping, and overall layout are three reasons why I chose Flipboard. Adding an article to my magazine just takes two clicks. The layout does not overwhelm me but instead makes browsing for articles a breeze. Though I have not yet tried the commenting feature, I do find it intriguing I can leave my two cents. In addition, sending an article to a friend who does not have Flipboard is extremely easy if you know their email address. This makes sharing what I find with other Technology Integrationists doable. Even though I found some great people to follow on Flipboard, sticking to Flipboard itself was not ideal for me. There are articles I have already saved outside of Flipboard, adding the Flipboard Chrome extension was the next logical step.

I look forward to curating a magazine full of tips and information related to growing my MakerSpace. Instead of just book marking them in Chrome then sifting through the bookmarks, I can log on Flipboard and view in block format what I have found.

In your school, is there a designated space for making? If so, how often are your students entering this room? I have decided my students find the making process relaxing and exciting at the same time. It provides them with the opportunity to think and process with their hands, experiment with various ideas, socialize, and feed off other's ideas to create their own take. These opportunities are not typically allowed or flourished within the usual confines of a classroom. Below are pictures of a 4th grade class taking time to build with tools and experiment with robotics.

Tech Tool Tuesday - Blendspace

If you were unable to attend the Tech Tool Tuesday on the 21st, here is a quick overview of the tool Blendspace.
Essentially, Blendspace is a place to curate all the items you need for teaching about a particular unit. You can include pictures, video, quizzes, documents, web links, PDF's and so much more. What makes this a wonderful tool is that little effort is needed adding content as it's very user friendly. Another great aspect is that when students are completing their work, everything they need is in one place; there is no flipping between websites.

As you can see in this screen shot below, the user can add content to each block by simply clicking in the box or dragging and dropping content. On the far right side you can see all the platforms compatible with Blendspace allowing you to bring in content. 

When you are ready to share your content, just hit the share button and there you will find a link or embed codes for various social media sites. You can even change the privacy settings so only people with the link can view your content. If you and a fellow teammate are using the same board, you can add your teammate as a collaborate so two or more people can add content.

If you need help using Blendspace please let me know as I am happy to help! If you do end up using this site, please send me how you used it!

Happy curating!

Two Articles on iPads and Young Children

I recently read two articles with varying titles. The first title claims iPads and smartphones are hurtful to toddlers. The second title claims no research has yet claimed devices are hurtful to toddlers. You would think with these two varying degrees of titles the information presented would be completely contradictory, but I have come to a different conclusion. Read the two articles, then see if you agree with my statements below. 
- Amanda

Washington Post Article

In the 2015 article from Washington Post entitled Researchers: Using an iPad or smartphone can harm a toddler's learning and social skills it called out the need for parents to be aware of the potential, though not yet substantiated, harmful effects of iPad use on a young child's brain. The article bought attention to the fact that "70% of children under the age of 12 use tablets", according to a 2012 Nielsen report. Though the article does confess there is not enough information on the topic, it speculates that iPad time can be detrimental to a child's empathy, sensory skills, and social skills (McCoy, 2015). Links to other articles are also provided, including one to a AAP.org pediatrics page where it gives parents suggestions on how to prevent damage to their child, such as limiting time on the iPad, using age appropriate apps, and ensuring "unplugged time" during the day (Radesky, Schumacher, and Zuckerman, 2015).

Guardian Article

In the 2015 Guardian article, Pete Etchells calls out the information presented in a different Guardian article titled Tablets and smartphones may affect social and emotional development, scientists speculate written by Joanna Walters (2015). Pete Etchells explains there is not enough evidence and research to suggest tablets and smartphones are effecting child development. In the article, Etchell claims Walter's Guardian article is used to scare people instead of educate. He sites the only true research-based fact is that looking at a screen before bedtime can be harmful to sleep habits, but other than that there is much more needed research.

Concluding Thoughts

In my opinion, these two articles come to the same conclusion; more research is needed. The Washington Post article provides the reader with information regarding television and learning, but then speculates on the impacts of technology on children. The articles also states the impacts on children when an adult is using the device, but not when a child is using the device. It uses words such as "could be" and "maybe" letting a reader know there isn't actual data, as the title may suggest. The Guardian article goes so far as to call out other articles on their misleading titles and explains in clear language that not enough research has been done to provide distinct answers. Though the Washington Post article by McCoy may throw in other data related to devices and education, it does not actually say there is research on the negative impacts of devices. The Washington Post may use other facts and articles to distract the reader and lead one to make speculations, both articles let the reader know more research is needed, though you have to read through the lines more carefully in the Washington Post article. Where you able to come to these same conclusions or do you believe McCoy sited enough other research to make the connection that iPads are bad for learning and social skills in children?

References

Etchells, P. (2015. February 2). No, research does not say iPads and smartphones may damage toddler's brains. The Guardian. Retrieved from https://www.theguardian.com/science/head-quarters/2015/feb/02/no-research-does-not-say-that-ipads-and-smartphones-may-damage-toddlers-brains

McCoy, T. (2015, February 2). Researchers: Using an iPad or smartphone can harm a toddler's learning and social skills. Washington Post. Retrieved from https://www.washingtonpost.com/news/morning-mix/wp/2015/02/02/using-an-ipad-or-smartphone-can-harm-a-toddlers-brain-researchers-says/?utm_campaign=buffer&utm_content=buffer15e6b&utm_medium=social&utm_source=facebook.com&utm_term=.9bffaaf3b907#comments 

Nielsen (2012, February 16). American families see tables as playmate, teacher and babysitter. Retrieved from http://www.nielsen.com/us/en/insights/news/2012/american-families-see-tablets-as-playmate-teacher-and-babysitter.html

Radesky, J., Schumacher, J, & Zuckerman, B. (2015). Mobile and interactive media use by young children: The good, the bad, and the unknown. Pediatrics, 135 (1),  http://pediatrics.aappublications.org/content/135/1/1

Walters, J. (2015, February 2). Tables and smartphones may affect social and emotional development, scientists speculate. The Guardian. Retrieved from https://www.theguardian.com/technology/2015/feb/01/toddler-brains-research-smartphones-damage-social-development