As technology integration and new 21st century movements continue to permeate education debates, current teachers have been taking steps towards creating 21st century classrooms with further technology integration through the birth of the Maker Movement, responsibility shifts, and inclusion of new literacies. The desire to lead more technologically savvy classrooms definitely exists, according to Greg Thompson (2014). In his article, “The Maker Movement Connects to the Classroom,” he explains the natural move classrooms are taking when we writes, “American classrooms of the past regularly fueled this type of creativity, and now is the time to bring back that spirit of innovation,” (Thompson, 2014). Further, the reliance on technology has and somewhat continues to be in extra-curricular settings, such as Robotics club and is now finding itself in everyday, academic classrooms (Thompson, 2014). Still, as a handful of teachers have begun integrating technology and making into curriculum, and movement has progressed into what we know as the Maker Movement. Recently, the Maker Movement has been deemed the “new industrial revolution” with a key theme being learning that is “informal, participatory, and collaborative,” (Willet, 2016, p. 313, 316). The movement has even received attention from President Obama, who said, “ I am calling on all people across the country to join us in sparking creativity and encouraging invention in their communities,” (Halverson, 2014, p. 495). Within this movement, teachers and other leaders are beginning to create opportunities called maker spaces, which are places “where young people have an opportunity to explore their own interests; learn to use tools and materials, both physical and vir...
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...echnology into their classrooms. For example, making can sometimes confront identity and representation issues, such as the correlations between some making types and gender, so teachers should be cognoscente of this possibility and confront assumptions in order to allow equal opportunity for making and learning (The Maker, 2014, p. 494). Further, there is no right or wrong in making, and it can involve any form of creativity and the tools any form requires (Peppler, 2013, p. 27). Lastly, Barnett Berry (2011), author of Teaching 2030, urges teachers to take action now as they await upcoming social, political, and institutional shifts. He urges teachers to become involved in policy changes themselves by joining forces with other teachers, documenting practices, and sharing findings with their communities and education policy makers (Berry, 2011, p. 210).
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