What would MakerEd look like if it completely equitable? What if “making” was no longer being culturally relegated to a definition that excludes many who need it the most? Please join as Nettrice Gaskins, Amon Millner, Debbie Chachra, and our FabLearn Fellows discuss what this could look like.
Shaunna Smith, Ed.D. is an Assistant Professor of Educational Technology at Texas State University who I met at the Maker Ed Summit in Arizona last fall. She has been facilitating art + math makercamps for middle school girls with a focus on impacts to their efficacy and visual spatial skills. They use the Revised Purdue Spatial Visualization Tests: Visualization of Rotations (Revised PSVT:R), which can be viewed here (she had to email them directly to request a free copy from the author).
Unfortunately this is behind a paywall... it would be great to know what these frameworks are!
Update - March 30
Interesting paper - seems like a lot to dive into! I haven't had time yet, but I wanted to share with you all.
By Bernadette Chi, Rena Dorph & Leah Reisman, Lawrence Hall of Science, UC Berkeley
Making and Tinkering: A Review of the Literature, by Shirin Vossoughi and Bronwyn Bevan
In a week I'll be presenting, together with L. Arias a short paper at Fablearn Europe. This is an extract I like to share with you Fellows.
In this paper, we describe an ongoing education programme promoted by LABoral Art Centre that uses digital fabrication and ¨making¨ in order to produce methodological change in teaching practice in public schools. Also we present a case study as example of FabLab environment used as constructionist toolkit.
Making; Children; Constructionism.