Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K–12 Educational Makerspaces
Jason Harron, Joan E. Hughes · Journal of Research on Technology in Education · 2018
This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K–12 education and how makerspaces support school curriculum. Using interviews with twelve K–12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders described purposes for makerspaces including increasing student-centeredness, relevancy, career-readiness, and inclusion, showcasing the campus, and helping students become creators instead of consumers. Makerspaces supported school curriculum through dedicated making classes, as curricular projects, or as extracurricular activities. The discussion examines future challenges facing K–12 makerspaces in terms of curriculum, tools, sustainability, and equitable practices.