Emma Jones

ETEC 597

2.2 Web Explorations of Maker Spaces

1. Dallas Makerspace: http://dallasmakerspace.org/

The Dallas Makerspace is a non-profit organization which consists of a shared
community workshop and laboratory. The organized groups included within the Dallas
maker space include local artists, engineers, makers, and thinkers. Dallas Makerspace
encourages locals to volunteer to teach workshops in order to share information, skills,
and techniques with makers who want to learn. It creates a very friendly, open minded
atmosphere to share ideas. The local artists, engineers, makers, and thinkers work
together to provide tools and learning resources to the public, whether it be on individual
or community projects. Dallas Makerspace intends to build knowledge and skills for
people within the community in science, technology, and are. Dallas Makerspace
believes that collaboration is an important part of effective learning. There website
shows a list of upcoming events that are open to the public. I really liked how each
event was not strictly based on workshops, they actually have potlucks too. Although I
am very cautious of potlucks, I think it is really neat that they are creating such a friendly
and encouraging atmosphere. I liked the approach of this maker space specifically
because it was not intimidating with all of these pictures of crazy technology pieces that
I have never seen. It was extremely user friendly as well.

2. Iolani School
a. Iolanis Kdg-6 FabLab Blog: http://iolanik-6fablab.blogspot.com/
This maker space was created using a blog page instead of a website. My school
consists of lower grade levels, therefore this maker space approach was very
interesting to me. Privacy, ease of access, and the ability to update information in a
timely manner are very important things that I must consider before designing a maker
space for my school. Iolani is a private school in Honolulu, Hawaii and consists of
grades K-12. Due to the commitment that Hawaii made to S.T.E.M. education at all
levels, Iolani wanted to create something unique for their Lower School (grades K-6) by
creating what is now called a Lower School FabLab. This blog allows viewers to come
along with Iolani students and staff on the journey of S.T.E.M. education in their FabLab.
The blog shares the journey through short narratives of the pictures displayed of
students working in the FabLab. The way that the information is presented to readers is
wonderful. The grade, lesson type and name, along with an explanation is provided in

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each post. One of the 4th grade mini-lessons challenged students to use the laser cutter
to create their own name tags. The lesson gave the students the ability to collaborate,
problem solve, and express their creativity. I like the idea of using a blog for my school
maker space because it also gives parents and other schools a way to comment and
connect, as well as to give lesson ideas to other educators.
b. Sullivan Center for innovation and leadership: http://sullivan.iolani.org/page.cfm?
p=499
This link provided insight to the S.T.E.M. program and the mission behind it all. In
Sullivan Centers mission statement, they express the importance of creating an
environment for their students to discover their passions, who they are as people and
most importantlyhow they relate to the ever changing world that we live in. It is
apparent that the children are put first and they are willing to go to great lengths in order
to give the students the experiences they need and deserve in education.

3. Sector 67: http://www.sector67.org/blog/

Sector 67 is a non-profit collaborative lab space in Madison, Wisconsin. Secto r67
provides an environment for makers to learn, tech, work-on, build, and create next
generation technology (including software, hardware, games, apps, art, sewing, etc.).
Sector 67 encourages anyone in the southern Wisconsin area to join the maker group
and get involved. This maker space is also another blog page that consists of many
different posts of experiments and pictures. This appeared to be similar to the approach
that Iolanis Kdg FabLab blog used. However, this space does not take you on a journey
through S.T.E.M. education with elementary students, but is a space for adults. Sector
67 provides to the public free monthly meetings, events, and tours to anyone who is
interested. It appeared that Sector 67 has been able to get their mission message
across to manufacturing companies who support them. One of the blog posts I really
liked actually included a donated piece of equipment that came from one of the
manufacturing companies. The makers used the tiny drill like machine to actually carve
a jack-o-lantern! They included pictures in their post of this machine at work as well. I
liked how they are getting support from others by getting their mission out there. This is
definitely something I plan to do in my maker space.

4. High-low Tech: http://highlowtech.org/

High-Low tech apparently used to be a research group at the MIT Media Lab from 20092014. HLTs name came from the high and low technological materials, processes, and
cultures integrated within. HLTs mission is to engage people of diverse cultures in

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designing and building their own technologies. HLT believes that the future of
technology will rely greatly on end-users who will design, build, and hack their own
technology devices. HTL intends to inspire, shape, support, and study the communities
of end-users in order to support the future of technology. This maker space actually
had a lot of materials and tutorials that I have actually been interested in for some time.
HTL explores the connection of computation, manufacturing processes, physical
materials, traditional crafts (my favorite), and design. This is a great place to
demonstrate how new age technology can be integrated into more areas. One of the
tutorials I thought was pretty cool was the Circuit stickers, which allow makers to design
electronic interactivity onto new spaces and interfaces such as clothing, walls, books,
and even bodies. The design of this maker space is extremely simple. I might consider
such a simple maker space like this if I were creating a personal one. My concern is
what brought this maker space to an end in 2014. Could it be because there was not
enough interest, community engagement, etc. combined with such a simple plain jane
maker space? However, I do like that they provide not just adult based tutorials and/or
materials, but also childrens. While exploring the links provided on their maker space, I
came across a cute little book called Sew Electric, which provides hands-on LilyPad
Arduino tutorials, similar to what we are using, except aimed toward the creativity of
children. This step-by-step guide provides projects such as a sparkling bracelet, a glow
in the dark bookmark, a fabric piano, and a monster that sings when you hold its hands.
After seeing this, I thought of another idea for my maker space. I think to make my
maker space a success, I should also add/create books for my experiments, designs,
etc. that provide step-by-step instructions for children.

5. AIM Academy: http://www.aimpa.org/New/index.shtml

AIM Academy approaches technology different than the other organizations and schools
that I have reviewed for this assignment. AIM Academy focuses on students throughout
all grades, in which you will not experience a traditional computer lab. This school
provides technology directly in each classroom so students have immediate and flexible
access, which is a primary goal of mine as well. AIM Academy offers a diverse and
versatile learning environment for their students creating outstanding opportunities.
Because there is so much technology provided to their students, it has become
mandatory for educators to teach and model the use of technology within. One of the
things AIM Academy teaches their students is the great power of their digital footprint.
The online maker space that they have created models a great digital footprint for the
students to follow. I am a huge believer in practicing what I teach, so the goals and
structure behind their maker space has the same intentions as I do for my school. AIM
Academy not only provides tremendous support for students, but for parents as well.
Parents play an important part in successful education and technology. AIM Academy
calls their maker space STEAM Wing. There are some really neat classrooms within the
STEAM wing, including a very popular robotics classroom. Each classroom is designed

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ETEC 597
and equipped to provide students with opportunities to develop their abilities in making,
doing, collaborating, inventing and more. The best part of this maker space is that they
describe their program by stating that although the projects are open ended and
student driven, the skills taught within the space require a teacher or expert to be show
them how to use the tool to design or construct a concept. Even though classes from
all grades come and use the space during scheduled class time or to complete specific
projects. This proves that even with limited or shared resources, it is possible to
integrate technology into every classroom.

6. Good Shepherd Episcopal School:

http://www.gseschooldallas.org/academics/sparq/index.aspx
This maker space is awesome! Probably everything I have dreamed of doing for my
school. Students are provided with endless possibilities of exploring with their world and
technology. The space is designed to be flexible, unlimited, kid friendly, and for PK-12 th
grade students. Good Shepherd Episcopal School calls their maker space SPARQ
(Solving Problems, Asking Real-world Questions), which is located in the library. The
most influential aspect of this maker space if felt was the SPARQ Without Borders
concept. SPARQ uses porous borders of colorful, sound absorbing partitions, which
gave rise to SPARQ Without Borders. The SPARQ Without Borders phrase developed
from the idea that the thinking and learning that goes on in SPARQ can and should
happen everywhere in our school. To stand behind and support the phrase, they have
created a series of optional design challenges and coding challenges that are sent out
each month to the faculty. The faculty can then use them with their students as it fits into
the rhythms of their classroom. Their library has teamed with the SPARQ Without
Borders concept to create maker kits that students can check out from the library to take
home, thus continuing to extend the reach of the thinking and learning far beyond the
physical confines of the space. This maker space is very similar to the other maker
spaces, Fab Labs, and STEM labs I have reviewed, but also extremely unique and
exciting. One of the things that makes it unique is that it was specifically designed to
inspire innovative thinking, which actually works against traditional school. Another thing
that makes their space unique is that they have a powerful combination of low tech and
high tech tools because they understand the importance and influence that a large
variety of tools can create. This has certainly influenced me to create a space that has
both high tech and low tech tools!

7. Sacramento Country Day School: http://www.saccds.org/innovation-andtechnology

This maker space is different because it appears to be an afterschool program rather
than a full day in school program. The space is shared between makers and their 7 th
grade science class. After reading the description, I learned the space must be very

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small, and supplies is scarce. However, they have used outdoor spaces to do some of
their tech experiments, as we currently do at my school. There appears to be no
curriculum behind this program, and it is only open for students in 2 nd grade through
middle school. The students meet for an hour and a half one afternoon a week. The
maker space does not seem engaging or appealing to say the least. The time given to
students to explore their few materials is not even enough time for them to begin
developing deeper thinking skills. The activities and experiments provided in the maker
space are the same ones that are practiced daily in my schools curriculum. I do not
think this is the most effective approach to a maker space and this one could use some
improvement.

8. University Child Development School: http://www.ucds.org/

UCDS calls their maker space The Engineering and Design Garage (EDGe). They use
this maker space to rebalance analog and digital technologies in physical and virtual
realms to enhance student creation. The EDGe provides students with computers,
traditional shop tools, electrical engineering elements, as well as 3D printing stations.
They also provide Arduinos and capacitors with fasteners and wood. The maker space
also has a loft that facilitates the use of a house made, vertical wind tunnel. Another
great tool provided in the maker space is a laser cutter for students to create woodburned logos, print Dia de los Muertos images, and etch the back of aluminum phones
and phablets with homemade insignia. UCDS views technology through a design and
engineering perspective that provides hands on projects that allow students of all ages
to explore the wide world of technology. What I like about this space is that they
created it with kids in mind, providing opportunities to combine science, engineering,
and art ideas. Students are given the chance to express their abilities and creativity,
which is something important to me and a goal of my future maker space. Students
need hands-on interactive experiences to engage in many lessons today.