Innovation
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Curriculum Planning
Like with many, if not all things, there is always a side that is strongly for or against an idea or approach. As I sift through academic literature, I am faced with a myriad of positive examples and outcomes of implementing maker education into the curriculum. How can one ignore that there must be literature out there that is actually weary or sees issues with this curricular approach?
After all as Newton's third law goes: For every action, there is an equal and opposite reaction. The statement means that in every interaction, there is a pair of forces acting on the two interacting objects. The size of the forces on the first object equals the size of the force on the second object. (The Physics Classroom, 2019) In the spirit of having a balanced approach to one’s perspective, it’s important to acknowledge the issues too in order to make content accessible to all learners. The following outline the main concerns around the integration of maker education:
Personally the one concern that stood out the most for me was the last one. Had I not taken the initiative to learn about the uses of the Raspberry Pi, and educate myself on physical and code computing, digital maker spaces would be a mystery for me. On the other hand, if makerspaces are to be integrated into a school environment, an effort needs to be placed on:
I believe as educators we are not ‘purists’ when it comes to planning. There is flexibility and insight on appropriate ways of integrating activities that would encourage critical thinking, creativity, STEM to STEAM, self-regulated learning, and understanding by design - to mention a few. That’s where the art of teaching comes in to create a balanced approach, where in our action there is an equal and opposite reaction which needs to consider the school, the class, but most importantly the individuality of our students. References: Baldwin, S. & Ching, YH. TechTrends (2017) 61: 589. https://doi-org.proxy.queensu.ca/10.1007/s11528-017-0172-6 Godhe, A. (2019). Making sense of making: Critical issues in the integration of maker education into schools. Technology, Pedagogy and Education,1-12. doi:10.1080/1475939X.2019.1610040 Henderson, T. (2019). Newton's Third Law. Retrieved from https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-Third-Law
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