When designing a space, it is essential to think about both the learner's and space's intended purpose. The space that I chose to redesign is my Chicago Public School classroom from a previous teaching year. I was a Computer Science Teacher, and my classroom was a computer lab. It was an aging classroom with outdated technology, in desperate need of renovation. I had wished that I could have had the opportunity to redesign the space in a way that would better support my student's learning of computer science. The lab was a traditional row of desktop computers that were not conducive to learning. The extensive networking and power hardwiring throughout the room restricted the way I could organize the space.
I have included a picture of the classroom, along with a 3D rendering with annotated illustrations. A disclaimer, some of the furniture items in the rendering are not exactly what I intended. I chose furniture that was as close as I could get to what I wanted without paying the subscription fee for the interior design software. For further explanation, please refer to the annotated pictures. To provide further context to my redesign, I felt it was essential to explain the space's current use and limitations. It is important to keep in mind that this space must also serve as the school's computer lab for testing and parent support.
When I started working in this classroom, I always knew that I wanted to redesign it, but wasn't possible because of budgetary constraints. I took this opportunity to redesign the space in the way that I had always dreamed of. One of the biggest struggles for me as a K-8 Computer Science Teacher was my youngest students. In a big part, this was because the computer lab was set up in a way that just wasn't K-2nd friendly. The computers were a distraction, and conducting the lesson on the floor as a group made instruction much more manageable. However, the computers set up in rows made it difficult. The first thing that I would do is make sure there was room in front of the Promethean interactive board with a designated rug. I left some more traditional seating options in the right top corner of the room with larger tables and chairs. I changed my desk location to the bottom left corner of the room, utilizing another seating option for students that benefit from small group instruction. Behind and to the side of my desk includes the two 3D printers for digital fabrication and engineering concepts. In the upper left corner of the room, there is a maker area with ample storage and additional flexible seating along the window.
As I read about the educational value of both maker spaces and digital fabrication, it was vital to include spaces that would be conducive to this type of learning. Paulo Blikstein (2013) talks about the positive impact of digital fabrication and making in education. Blikstein points to constructionist theory as a new way of learning in the classroom. It was essential to include flexible spaces where students had the opportunity to experience their learning in a way that made them successful. Some elements of design that I included in my redesign include using a 3D printer, sitting in collaborative groups, spaces to build, small group instruction, floor-to-ceiling whiteboards, or close to natural light. In The Maker Movement in Education by Iverson and Sheridan (2014), they discuss the maker movement in education and whether it is just an educational fad. The lifelong skills that our students take from the classroom are becoming just as important as the knowledge they leave with. In today's rapidly changing world, students need to learn from failure and be willing to try new things authentically. Iverson and Sheridan (2014) illustrate this point by saying, "Learning through making reaches across the divide between formal and informal learning, pushing us to think more expansively about where and how learning happens."
References Blikstein, P. (2013). Digital fabrication AND ‘MAKING’ in education. FabLab, 203-222. doi:10.14361/transcript.9783839423820.203 Halverson, E. R., & Sheridan, K. (2014). The Maker Movement in Education. Harvard Educational Review, 84(4), 495-504. doi:10.17763/haer.84.4.34j1g68140382063
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AuthorMy name is Ryan MacLeod and I live in Seattle, WA. I am currently a K-8 Lab Coordinator. I have a passion for educational technology integration and curriculum design, especially when it comes to the social sciences. Archives
April 2021
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