Makerspace – Would It Be Possible in My Classroom?

Coding and makerspaces can definitely be a great addition to teaching STEM subjects. However, as an ESL/EAL instructor, there are very few ways for me to integrate coding and makerspaces into my lessons. Maybe I can’t support this blog post with many examples from my own teaching experience, but I would be glad to discuss the obstacles that are preventing me from using these technological advancements, and I will focus specifically on makerspaces.

What is a Makerspace?

That was the question I asked myself at the beginning of Ayodele and Chinazam’s comprehensive presentation. I was extremely excited to learn about the area of education that was fairly new to me. According to Michael Puckett (2021), the maker movement enables students to “create, ideate, invent and experiment while having fun learning through creative expression and technology” (Puckett, 2021). Maker’s spaces provide learners with an opportunity to access various equipment and tools, such as green rooms, digital cameras, and virtual reality devices, to explore, create, and collaborate. Makerspaces also support the principles of inclusion by creating a common place for sharing ideas and resources (Puckett, 2021).

Do All Learners Benefit From Makerspaces?

I believe that makerspaces are an absolutely fascinating way to make STEM subjects more fun and practical for students. As Ayodele and Chinazam mentioned in their presentation, some of the key beliefs associated with makerspaces are fostering active and contextual learning instead of the passive one. Puckett (2021) believes the maker movement encourages interdisciplinary STEM integration. Makerspaces also promote project-based learning, and, according to Jane Waite and Sue Sentence (2021), such an approach incorporates independence, realism, and ownership as learners have multiple options of what to work on and how to carry out their project.

Nevertheless, we should always remember that technology should be integrated to benefit our students. We should never introduce certain tools and devices to our students just because we want to keep up with the fast de

veloping world. We have to remember that makerspaces are created to primarily motivate STEM learners. My adult ESL students, on the other hand, need less equipment to learn successfully. We do use a lot of electronic devices in my class, such as a smart board, computers, a printer/copier, etc., but they are quite sufficient for my students to reach their goals of improving their English language skills. Moreover, some of my students lack technical skills, and working with elaborate equipment might actually discourage them. Although having access to VR glasses or robots from time to time might be an amusing change of pace for my students, I doubt we would resort to them too often because they may just be too complicated for them.

 

What Obstacles Are Holding Me Back From Organizing a Makerspace in My Classroom?

• Makerspace equipment is rather expensive. We have to admit that, unfortunately, the devices used in makerspaces are often quite costly. For example, Puckett (2021) states that a 3D printer may cost up to $1000. Unfortunately, not all organizations and educational institutions are able to afford such equipment, making organizing a makerspace an unattainable task. However, I am really grateful that my students have access to a computer lab, which helps them build essential digital skills while improving their English. Who knows, maybe one day we will have a small makerspace as well!

 

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  Not all of my students possess sufficient technical skills. The levels of my students’ technical skills vary a lot. The computer-based tasks I prepare for my learners are pretty easy for some and quite confusing for others. Therefore, I feel that giving my students access to advanced makerspace equipment might actually cause frustration instead of excitement. I believe technology should be introduced gradually to ensure that everyone learns at their comfortable pace and benefits from the newly acquired knowledge.

 

• I would also need some training. I have just recently found out how to replace cartridges in a regular colour printer, and not without the help of my co-worker. That is why I think I would need much more training if we had a 3D printer or any other advanced tools! 🙂 We shouldn’t forget that before we introduce the makerspace to our students, we as educators should also familiarize ourselves with its equipment.

 

• We have to be mindful and realistic about our students’ goals. One of the main principles of Portfolio-Based Language Assessment (PBLA), the teaching model used in the Language Instruction for Newcomers to Canada (LINC) classes, is using real-world tasks to teach our students. While trying out robotics, VR, 3D printing, production equipment, etc. can be extremely beneficial for school and university students who are gaining skills for their future professions, my learners’ goals are a little different. They aim to build the basic language competencies that they can apply right away, such as reading food labels at a store or talking to a doctor. Encountering complicated devices offered in a makerspace may just not be my student’s short-term goal. Nonetheless, if makerspaces become more common, I would love to incorporate some VR technologies at least during one lesson a month to make my class even more engaging.

 

I am always open to new technologies, and I totally support such educational innovations as makerspaces. It is still a very new concept to me and many other educators, and it is still not adapted to every learner’s needs. Yet, if a makerspace ever becomes a part of my classroom, I will embrace that opportunity and do my best to use it for the benefit of my students.