I have worked in public education for well over a decade. During this time, I have come to feel strongly that providing students with a variety of opportunities is the backbone of the public education system. It is imperative that we as educators continue to introduce students to different and new ideas and activities in hopes that they will positively impact their future. The problem is, the world is changing faster than it ever has, making it all the more imperative that we continue to provide students with opportunities that are relevant in this technology-rich world. New technology is quickly altering how we live and the types of careers our students will likely venture into once they graduate. While traditional careers like dental hygienist and occupational therapist are still included in top ten jobs lists, newer occupations like data scientist, software engineer, and biomedical engineer are now included as well. In fact, eight of the top ten jobs included in CareerCast’s Top 200 Jobs of 2015 are in STEM-related fields. Many of these jobs require that employees be able to work collaboratively on teams and use critical thinking skills to analyze large amounts of information quickly. Besides these STEM-related occupations, new software and devices seem to appear daily, making it difficult for schools to keep up with the rapid changes that are occurring. It is important that schools give students opportunities to explore cutting-edge technology without waiting for that technology to become a part of a curriculum’s unit of study. The reality is that things can move so fast that by the time new technology becomes part of a traditional course, it can very quickly become old technology. A makerspace can help bridge this divide by quickly bringing students into contact with new technology and ideas in a low-risk, collaborative environment.
As I’ve chronicled on this blog, we have worked since September to create a makerspace–called STEAMWORKS–here at our high school. The name “STEAMWORKS” incorporates the acronym STEAM (science, technology, engineering, arts, and math) with the word “works” to symbolize that students will work and explore new technologies as they relate to STEAM. Once the STEAMWORKS Makerspace is completed, it will be filled with things like programmable legos, droids, a 3-D printer, electronic circuits, and just about anything else you can build with. We’ll even have a station where students can take apart technology like old computers to learn how those machines work. Today, the newest addition to our developing makerspace was delivered: a DJI Phantom 3 drone. So, of course a few of us had to brave the cold and go outside to play with it. Here is a video from our first flight (please watch!). The Phantom 3 is incredible. Watching the video footage really makes you feel like you’re flying.
We are hoping for a late winter or early spring opening of the STEAMWORKS Makerspace here at the high school. Continue reading for a snapshot of what the makerspace will have.
We worked hard over the past few months trying to determine the best way to implement this makerspace. We surveyed almost 1,000 students and hundreds of teachers to determine interests and current trends, took site visits to other makerspaces in New Jersey, and conducted research to determine everything from the types of technology to offer students to what kinds of tables should be used. Throughout the planning phase, a number of themes were identified as being marks of successful makerspaces and will be included in STEAMWORKS:
- Hands-on activities
- Faculty-student interaction
- Community involvement
- Collaborative work stations
- Unique technology
- Effective signage (sounds silly but turns out is actually important)
As material and technology start to get delivered, we can see our hard work paying off as our makerspace begins to take flight. The best part about opening a makerspace is that sometimes you get to play with the toys. That’s how a few of us found ourselves braving twenty-degree weather to fly our makerspace’s amazing new drone.