Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K–12 Educational Makerspaces

Abstract

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.

Keywords:

• alternative assessment
• curriculum
• K–12
• leadership
• makerspace

Additional information

Notes on contributors

Jason R. Harron

Jason R. Harron is a PhD candidate at The University of Texas at Austin. His research focuses on how technology helps lower the barriers for people to be creative and self-expressive. Through the exploration of design, play, and tinkering, his work seeks to better understand how to support individuals to become life-long learners in both formal and informal learning environments. Please address correspondence regarding this article to Jason R. Harron, Department of Curriculum and Instruction, University of Texas at Austin, 1912 Speedway Stop D5700, Austin, TX 78712-1293, USA. E-mail: [email protected]

Joan E. Hughes

Joan E. Hughes, PhD, is an associate professor of Learning Technologies at The University of Texas at Austin. Her research examines technology integration in teacher education programs, the use of technologies in-and-outside the classroom for subject area learning by teachers and K-12 students, and school technology leadership.