When I first saw these contraptions my initial reaction was how in the world would we incorporate these devices with our demanding academic curriculum? The last couple of months my instructional technology team and I have had a ball coming up with strong academic tie-ins for using MaKey MaKeys and programming with our elementary students. I was astonished how easily and naturally programming and incorporating MaKey MaKeys have been, even for first graders! Just the other day I was working with first graders who were learning about the four cardinal directions. We had them create interactive compass roses by programming a sprite in Scratch to move north, south, east or west depending on the arrow key they pressed. Some students were even able to add voice recordings to their script!
Last week, someone criticized my makerspace as not being a “real” Makerspace because it does’t have power tools and suggested that I research what “real makerspaces” are. Part one of my response to this criticism was my post last week http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/ where I looked for definitions from a variety of research and writing on makerspaces. Today, I’m looking at what the Twitterverse had to say.
"During Teen Read Week I decided to invite students to the library and show book trailers for the ALA logo Seek the Unknown @ your library campaign. As I've done numerous book talk/book trailer gatherings I'm always up for something new. Since our district is launching Google in Education for all our students and faculty, I decided to embed the mystery, science fiction, and supernatural book trailers into a Google presentation. "
This video shows the contribution an effective school library can make to the educational, creative, emotional and reading development of children and young people-and the aspects of design that can enable this. It also signposts case studies and practical guidance to support library design.
This is for all school librarians involved in school library design and development, especially a new build.
Today's best school libraries are not just surviving but thriving in this new information environment by repurposing their physical spaces to adapt to the digital age. Here are the major needs that these libraries are meeting in the October 2013 edition of Educational Leadership.
We were recently gifted with a Makerbot Replicator (5th Gen) to pilot in our elementary school library. Our librarian, Angelique Lackey, and I knew that time was short before the end of the year, but we wanted students to experience the power of creating with this device.
If you search the web for 3D printing curriculum to use in elementary schools, you will find a sparse number of appropriate resources. Most of the “curriculum” turns out to be instructions on using a 3D printer like this, or lists of manipulatives teachers can make on a 3D printer. Angelique and I were looking for something that would be more transformational for our students, however.
"Flashback to the first day of school in August 2014. It seems like such a long time ago but was less than a year ago. The door to the new Makerspace was open at lunch time (I always like to keep a classroom door open when I am in there). Students came in to check what’s there. Was I ready? Not exactly, far from it. Was the room ready? I didn’t think so. Were the students ready? Yes, of course. They were ready yesterday. How could I say no when the door to the room was open and the children were asking? That has been the mantra the entire year in the Makerspace. I responded with a smile and welcomed them.
Recently, I had the unfortunate experience of dealing with criticism. I was told (not to my face) by a visitor to our school that our library makerspace is not a “real makerspace”. This same person stated that our woodshop is a “real makerspace” because it has power tools. She even suggested that I “do some research” on what makerspaces actually are.
Feeling personally insulted aside, what bothers me most about this statement is the concept that some makerspaces are more valid than others and that a makerspace is solely defined by the tools it contains. I do agree that our woodshop is a makerspace, even though we don’t call it that. Our woodshop is awesome, and I’m so glad that we have a space where students can learn how to use saws, drills and other tools to build awesome projects as part of their curriculum. Yes, that is a makerspace.
But is my space any less of a makerspace simply because it doesn’t have power tools? Because it doesn’t have a 3D printer? Because my students build with LEGOs, K’nex and cardboard?
'Great children's books of the last 100 years' selected by New York Public Library The Star-Ledger - NJ.com NEW YORK -- Beloved authors Judy Blume and Eric Carle helped the New York Public Library celebrate children's literature last week as the...
School libraries shelve book-boosting plans as more student research goes online The Sun WILMINGTON -- When the Wilmington High School library got rid of around 5,000 of its books, leaving just a few shelves full, one teacher suggested to librarian...
Click above to view full image! Any book lover can tell you: diving into a great novel is an immersive experience that can make your brain come alive with imagery and emotions and even turn on your senses.
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