Full STEAM Ahead! The Digital Artifact and Final Reflection Part 2

"A person who never makes a mistake has never tried anything new." Sidewalk sign on Hastings St.

My journey to become a teacher of the 21st Century is well on its way. My vision of implementing a Maker Culture has been established and growing. My technological skills are developing every day. At first I challenged myself to learning a new digital tool each week and teaching it to a colleague or student. I do this much more often and can't believe that in a short time I have become a 'go to' person for trouble shooting tech at school. 

My mindset has changed. I used to be so anxious about making a mistake that I wouldn't try. Now I start, and if I make a mistake I try something else and maybe eventually ask for help. Speaking of help... thank you all for your thoughtful suggestions and feedback.  Your wealth of knowledge is humbling and I deeply appreciate your openness and generosity. 

My digital artifact is a video that educates others on the value of Maker Culture in schools. The concept of my final artifact changed several times... It took me awhile to figure out that what I wanted to say, and needed to say were not the same. Speaking of help, again... I could not have pulled it off without help from a friend (who happens to be a former student), which is a really positive and impactful way to learn, mistakes included. 

My plan for sharing this digital artifact is to first share it with staff at a 'lunch and learn,' then with the Parent Advisory Committee (PAC). With staff I will also be highlighting the STEAM Trolley (including assessment rubrics with the new reporting language that will be implemented next year) and inviting teachers to use it in their classrooms. As you may have read in my previous blog, our librarian and I have started a lunch time Maker Club with Grade 7 students taking on leadership roles.  

With the PAC I will feature the STEAM Trolley and have a couple of students share about their favourite activities. I will be challenging the PAC members to support our school by investing their hard earned funds in tools and digital technologies that can be shared by the school. Building a Lego Wall in the library and purchasing a few sets of screw drivers (Breaker Space), Makey Makey, or micro bits are the first requests. 

After several edits I decided that the video would be most useful to me if it was quite general. That way I can potentially share it with older students, but more importantly with my new staff, and PAC when I eventually get a job as a teacher-librarian. I would love to share some of the most popular activities at a school district workshop and the video might be suitable for that presentation as well, or I can make new one now that I know how. 

I have never spent so much time on a single project before! I wish I had logged the specific time spent just on making the video. I am going to guess it took around 30 hours. Writing the script was the first task. I think it started as five pages then I edited down to three.  I kept thinking to myself, 'Less is more!'   At the same time, I was collecting and cropping classroom photos, and screen shots to use in Google Slides. It seemed like a good way to organize the presentation so I could visualize potential  images as I read the script. 

I absolutely needed help with recording my voice and all the video related technology. I had never done anything like this before.  My friend borrowed a good quality microphone and we set up a little 'studio' in my bedroom closet. It took several tries to get the sound right. I needed to hang more blankets and lay down a yoga mat to get rid of the echoes. I think we recorded the script (or sections of it) fifteen times. I have a whole new appreciation for how much time and work goes into a five minute presentation. My friend used Audacity to split the audio into the right files and then helped me move it into Canva Video. I needed to watch several youtube tutorials on how to use Canva video. They were helpful in adding a level of professionalism to the final project. Most of editing process in Canva is 'drag and drop'  so it was very beginner friendly. There was a plethora of stock images and videos to use. It was finicky to get the images and sound lined up as well as the general animation timing. I already had a google account so uploading the project to youtube was straightforward.  I learned a great deal during the process and I am proud of my final project. I hope you enjoy it as well!

                                                                    My digital resource. 

My greatest take away from this learning journey is that as a future teacher-librarian I will need to be a digital mentor. I have a long way to go to catch up on skills, but I have already started and more importantly I have changed my mindset so that I am enjoying the process now (rather than being anxious). The technical skills I acquire(d) are gifts that I can use in my personal and professional work, as well as share with others. 

I have also learned that there is lots of solid research supporting Maker Culture, and STEAM activities. Making always 'seemed right' for my students, but it felt like a reward or extra activity. Creating a maker culture is really embedded deeply in our current curriculum and school district vision and goals. 

I have connected with great colleagues across the country. It is really refreshing to speak and write with teachers and teacher-librarians that are outside of my district and can offer a different perspective (or the same).

In the future I hope to get hired as a teacher-librarian where I can share my love of inquiry-based learning, literacy, social justice and Maker Culture. I will continue to grow as a learner myself so I can be a mentor and support person for my staff. 

In preparation of reflecting on my rationale I went back and read over my first blog entry. I just noticed that I did not title it or put on any labels. I was a nervous wreck when I wrote it because I wasn't sure it was going to be 'good enough' compared to others who have been posting to blogs for years. It took me awhile to figure out how to upload photos. 

As for the content, the key concepts have held true throughout my journey.  Curiosity, creativity, collaboration, authentic assessment, risk taking, educational balance, inquiry, engagement, and digital technology have remained central throughout my research, writing, and action. 

A significant challenge that has presented during this journey is equity. I work at a small school with a PAC that works hard to raise money, but doesn't come anywhere near other schools in more affluent areas. This is most evident in the lack of resources our school has in technology tools. I am hopeful that my video my help divert funds to our school library and STEAM initiatives. 

Students testing wind turbine (photo release with permission)

Finally, I really tried my best to respect the privacy of my students when posting photos. I used mostly my own photos because it represented my journey best. I took lots of videos in my class but if I cut the students faces out of the frame it wasn't effective. I wanted to include a video of my students testing their wind turbines but I could not get permission for photo release for one of the students. In the end, I didn't use any videos although I would have loved to showcase the joy in my students' faces and voices. 

It was really overwhelming to choose a topic for this learning journey but I am glad I chose Maker Spaces. Full STEAM ahead!  I've got a Maker Culture to nurture and grow.

Works Cited & References

About Us. Empower the Learner. (2021, August 29). Retrieved November 6, 2022, from https://empowerthelearner.com/about/

BC Ministry of Education. (n.d.). Applied Design, skills and technologies. Building Student Success - B.C. Curriculum. Retrieved November 12, 2022, from https://curriculum.gov.bc.ca/curriculum/adst

Brown, J. (2017). Uncovering the truth about Maker Spaces. In Canadian School Libraries Research Archive.

Butler-Kisber, L. (2020). How do Makerspaces heighten student engagement? EdCanNetwork.

Cowen, A. (2022, November 4). 26 projects to jump-start your makerspace: Science buddies blog. Science Buddies. Retrieved November 20, 2022, from https://www.sciencebuddies.org/blog/makerspace-projects

Curriculum. (n.d.). Retrieved November 6, 2022, from https://curriculum.gov.bc.ca/

Davee, S., Regalla, L., & Chang, S. (2015, May). Makerspaces highlights of select literature. Retrieved           from http://makered.org/wp-content/uploads/2015/08/Makerspace-Lit-Review-5B.pdf

Davidson, A.-L., & Price, D. W. (2018). Does your school have the maker fever? an experiential learning approach to developing maker competencies. LEARNing Landscapes, 11(1), 103–120. https://doi.org/10.36510/learnland.v11i1.926

Fingal, J. (2022, October 27). How curiosity, creativity and Student Agency unlock student learning. ISTE. Retrieved November 6, 2022, from https://www.iste.org/explore/education-leadership/how-curiosity-creativity-and-student-agency-unlock-student-learning

Hunt, C. (2019, March 18). Tinkering with makerspaces. Canadian School Libraries Journal. Retrieved November 20, 2022, from http://journal.canadianschoollibraries.ca/tinkering-with-makerspaces/

Littlebins. (2020, July 31). Printable Lego challenges for kids. Little Bins for Little Hands. Retrieved November 20, 2022, from https://littlebinsforlittlehands.com/lego-challenge-calendar-ideas-kids/

Makerspaces: The Benefits. curiositycommons. (2016, April 25). Retrieved November 20, 2022, from https://curiositycommons.wordpress.com/makerspaces-the-benefits/

Miller, S., & Bass, W. (2019.  Leading from the Library: Help your School Community Thrive in the Digital Age. (Links to an external site.) International Society for Technology in Education.

Nadelson, L. S. (2021). Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue. The Journal of Educational Research, 114(2), 105–107. https://doi.org/10.1080/00220671.2021.1914937

Otieo, C. (2017). Makerspaces: A Qualitative Look into Makerspaces as Innovative Learning Environment Catherine Otieno Follow this and additional works at: https://digscholarship.unco.edu/dissertations This Text. University of Northern Colorado Scholarship & Creative Works @ Digital UNC, 1–161.

pathway2success. (2022, February 2). Strategies to engage reluctant learners. The Pathway 2 Success. Retrieved November 20, 2022, from https://www.thepathway2success.com/strategies-to-engage-reluctant-learners/

Rouse, R., Krummeck, K., & Uribe, O. (2020, February). Making the most of a Makerspace. NSTA. Retrieved November 12, 2022, from https://www.nsta.org/science-and-children/science-and-children-february-2020/making-most-makerspace

Student Centered Education. Strategic plan 2021-2031 - north vancouver school district. (n.d.). Retrieved November 12, 2022, from https://www.sd44.ca/Board/StrategicPlan/Pages/default.aspx#/=

The benefits of Teaching Steam Lessons: Resilient educator. ResilientEducator.com. (2020, December 10). Retrieved November 20, 2022, from https://resilienteducator.com/classroom-resources/benefits-of-teaching-steam/

Vandenbroek, A. (2013, October). BEYOND BOOKS: BRINGING STUDENTS INTO THE LIBRARY THROUGH /J CREATIVE PROGRAMMING. Retrieved November 12, 2022.

Vongkulluksn, V. W., Matewos, A. M., Sinatra, G. M., & Marsh, J. A. (2018). Motivational factors in makerspaces: A mixed methods study of elementary school students’ situational interest, self-efficacy, and achievement emotions. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0129-0

Ways to use Lego in the classroom. Teaching Ideas. (2019, September 18). Retrieved November 2

What I Am Most Excited About In My Learning Journey

 

"Curiosity is one of the most permanent and certain characteristics of a vigorous intellect." Samuel Johnson

My key ‘takeaways’ during this learning and exploration are many. I am most excited about formalizing instruction in Applied Design, Skills and Technology (ADST) for not just my classroom, but my school. I have also benefitted from connecting with teachers and teacher-librarians across Canada. It is helpful to have perspectives from other provinces, especially because I have had little contact with professionals outside my own school district within BC. Equity continues to be one of my pressing concerns. As my discussions with colleagues develop, it is so clear that students across Canada do not have the same opportunities.

Applied Design, Skills and Technology (ADST)

The benefits of challenging, hands on projects for students have always motivated me to try new activities with my class. Sewing, weaving, making Rube Goldberg Machines, Caine's Arcade, and making simple machines are some of my favourites.  

The important thing about all of these activities is that students are excited to design, and execute their plan to create something beyond their comfort level. Along the way are many challenges that are unique to each project. Creative and critical thinking are some skills that are honed as well as practicing determination, and a growth. Collaboration and communication are also competencies that are enriched through problem solving.

I have recently created a STEAM Trolley (Science. Technology. Engineering. Art. Mathematics) for my classroom and school. Currently, I am formalizing the rationale and assessment but the activities are ready to be used. Enhancing student learning through engagement and collaboration are key goals for the STEAM Trolley. I have tried to include a variety of challenges from each of the STEAM subject areas. My class is keen to test the activities and give me feedback before ‘opening’ the trolley to the school as a lunch time 'Maker Club.'

Blog Connections

Blogging is new to me. It has been a steep learning curve.  It is hard to believe my anxiety was so high when I was figuring out how to set up my blog site. Inserting links and images are so quick for me now. I still struggle with some formatting issues, but I am working through my challenges with help from a friend (and former student). It is good for me to work outside my comfort zone, as this is what I expect of my students. I am gradually becoming proficient enough to help others. 

As mentioned, it has been beneficial to chat with colleagues outside my school district. Everyone brings their own set of skills and experiences to their blog site and discussions. When knowledge is shared, we all benefit. I have learned of some great sites and programs from my peers. Some highlights to try are Dewey of the Week, Code Spark, Typing.com (I would like to open to students and parents afterschool), Control F (I have shared this with intermediate teachers on my staff), Applied Digital Skills, and How to Spot Fake News. 

Equity

Funding from Parent Advisory Committees (PAC) vary from school to school and tend to fund technology for most schools. My sister-in-law heads the PAC at her children’s school in an affluent area. Cheque writing campaigns, and other fundraising can generate thousands of dollars in time as short as one week. She has told me her PAC likes to have at least $40 000 in the bank after spending on large projects like replacing ipads for each classroom. 

At my school, our PAC is active but doesn’t have the same access to funds. Our fundraising efforts are limited, and they ask for money from families that don’t have much disposable income. Our school budget has to help cover the costs of students who can’t afford school supplies and field trips. We also pay for a food access program for hungry students. There isn’t much money left over. Recently, we have been informed of an Equity Fund from our School District. Our principal published this information in the last school newsletter and the response was overwhelming. Our school's equity funds are already depleted for the year.

Our PAC purchased 30 ipads for our school which we are grateful for, but we share them across our school. Many of the exciting programs and coding activities are online. Compare a school like my niece and nephew’s, where every child has a device to use whenever needed, with my school where each class has access once a week for 45 minutes. Many private school have a ‘bring your own device policy’ (BYOD), but most of my students would never be able to afford that. My school has to make careful choices in purchasing licenses for programs where other schools have the luxury of purchasing what they like.  Teachers are often given 'class funds' from the PAC to spend on expenses for the classroom. My small amount was spent in September to purchase folders and cardstock for classroom learning. The supplies for my STEAM Trolley were purchased with my own funds. 

Opportunities for students and teachers are not equal. 

When I hopefully have a job in a school library, one of my priorities will be opening the library afterschool for parents and students to use the computers. I would like to help parents with setting up School Cash Online (how they pay school fees), MyEdBC passwords, TEAMS, and other related computer issues that parents struggle with.  

When I move out of my classroom and into a school library, I am most excited about supporting students, staff and parents throughout my school. "How can I help you?" will be my motto. How can I help teachers with skills, technology, and literacy? How can I help students access the resources they need to become critical and creative thinkers? How can I support parents with access to internet, devices and skills to use the expected school services?  In order to help others, I will need to nurture my own curiosity and challenge myself to step outside of my comfort zone. 

I am looking forward to the journey.

My Maker Journey Has Begun

 

My journey to immerse myself in Maker Culture has begun. Makerspaces are one way I can encourage my students to explore, create and develop essential skills for the 21st Century without spending time on screens in the classroom. I am pleased that my initial search was fruitful. Current and creative resources are abundant. Here are a few books, journals, and videos that I’ve chosen to help me get started.

In 'Tinkering with Makerspaces' Christopher Hunt's maker journey is featured in the Canadian School Library Journal. Photos, links and mini journals describe the maker culture in the Sardis Elementary School Library. Storage of materials, cardboard challenges, Lego Walls and making bread are some of the featured projects. He also features a ‘Breaker Space’ for dismantling retired electronics and toys. He briefly mentions his next project: sewing plush monsters to build literacy connections with books and student writing.

I have sewn plush monsters with my students as well. Felt is easy for children to cut and sew without worrying about the fabric fraying at the edge. The ‘stuffies’ have so much visual character that it is a natural writing prompt to imagine, and then describe the character ‘traits’ their creation might have.


Tinkering with Makerspaces


Makerspace: Essential or Phase?

Jennifer Brown is the teacher-librarian at Castle Oaks Public School in the Peel District School board. “The biggest impact on our school is the realization that makerspace is really all about creating community. "When our students recognize that they are at the center of the learning, they take ownership and responsibility for themselves and the entire learning community.” Jennifer brown summarizes her school’s journey in fostering a maker culture. She states that the maker culture is more important that the actual maker space and insists that student voice and interests should be the focus of all aspects of the makerspace.

Uncovering the Truth About Makerspace



Tinker Tubs

The Regina Catholic Schools published a YouTube video highlighting their Tinker Tub project. The inquiry based ‘travelling’ kits are used throughout their district to help develop the essential skills of critical thinking, communication, collaboration, creativity and a maker mindset. In our BC curriculum we call the same skills The Core Competencies as outlined in Building Student Success B.C. Curriculum (gov.bc.ca). The Tinker Tubs contain a variety of kits that help students prepare for the 21st Century, specifically to become empowered learners, innovative designers, computational thinkers, knowledge constructors, creative communicators, global collaborators, and digital citizens.

Tinker Tub Project

BC Curriculum


Future Ready Librarians

In this Tedx video, teacher-librarian Mark Ray challenges us to rethink libraries as a future ready space for our students. He compares the quiet library of his childhood to current libraries that feature technology and creativity. He says, “Students consume less, and make more.” He describes a student initiated Maker Test Kitchen where commercial 'maker kits' are assessed by students, and school libraries that have sewing machines and other 'maker' devices available for student use.

Changing the Conversation About Librarians | Mark Ray | TEDxElCajonSalon - YouTube

Kickstart Guide

This ‘step by step’ book on how to create custom maker spaces sounds practical. It describes the seven attributes of a great makerspace. It is a workbook style planner for educators planning to set up a powerful learning environment in a classroom, school or district.

The Kickstart Guide to Making Great Makerspaces by Laura Fleming, Thousand Oaks, California: Corwin, 2018.

 

The Art of Tinkering

I actually have this book already in my classroom. It has an assortment of ideas but some of the projects are too expensive to be of practical use. My students still enjoy looking at images and talking about the projects. It is inspirational. There are several ideas that use recyclables which are much more economical for public schools. The front cover is a functioning circuit.