92 15.4 Recommendations for the Future
Recommendations for inclusive technology-rich academic makerspaces
Technology-rich makerspaces offer opportunities for all learners to actively and socially engage with peers to develop STEM-related knowledge and experiences alongside creative problem-solving and other 21st-century skills; however, a lack of uniformity in how they are designed or integrated with classroom learning has raised several concerns. First, learning is often self-guided and perceived more as informal than formal, with missed opportunities for curriculum connections. Second, there is insufficient investment in training educators to use the technology within makerspaces and to use the space to reinforce and extend classroom learning. Third, STEM learning and makerspaces often favour white males in their design, which can worsen gender disparities in education.
Based on these challenges, the following recommendations are proposed:
- Increase professional development and networking opportunities related to technology and makerspaces for educators, and provide time, resources, and support for integrating makerspace technologies into their existing curriculum.
- Take actionable steps toward correcting the gender gap in STEM and makerspaces to enhance the benefits of social constructivism.
Professional Development for Educators
With a lack of guidance or standardized approaches, makerspaces and their integration into the classroom vary significantly from one educator or institution to another. Supporting educators so that all can effectively leverage technology-rich makerspaces requires research-informed professional development about makerspaces and technology to provide them with the knowledge and skills they need to use these spaces successfully (Stevenson et al., 2019). It also requires a network of colleagues and other professionals to maintain motivation and have an ongoing dialogue about classroom integration (Yurtseven Avci et al., 2019). Acknowledging that there are already barriers resulting from limited funding and resources, professional development and networking opportunities should be endorsed by school leadership as a priority and designed to be as accessible to educators as possible, perhaps through a combination of in-person hands-on training along with virtual, self-paced workshops and an online community for support.
Fully realizing the benefits of learning in makerspaces requires investment in training at many levels. It can start with technology-rich teacher education programs so new educators are better equipped to leverage these spaces when they enter the field. Current educators should also have access to professional development informed by research and best practices, as well as have access to colleagues with similar goals. For this to be achieved, schools and the larger system must invest time and money and prioritize training educators to benefit from the outcomes of engaging students in technology-rich makerspaces that build STEM expertise along with 21st-century skills.
Actionable Steps Toward Inclusion
Challenging gender norms in STEM studies and incorporating more perspectives and experiences into makerspaces requires deliberate effort by educators. They should examine their biases and address differences in representation in course materials and expectations to limit exclusionary messages sent to female students. By identifying and addressing these messages that perpetuate female exclusion or inferiority, the focus can shift toward actively encouraging and empowering females to envision themselves as capable and confident makers.
Fasso & Knight (2020) state that if the focus is on equity and individualization, then understanding the learners they want to involve is mandatory. To do this, educators should invest time in getting to know their female learners and understanding their interests and reservations about making, makerspaces, or STEM studies. With an understanding of their knowledge, skills, interests, and potential reservations, an educator can plan to overcome barriers and create an environment more welcoming to these learners. This might include peer teaching, tutoring, or guest speaking from females skilled or experienced in STEM or a female STEM club established by and for female students and teachers (Global Education Monitoring Report Team, 2024).
Conclusion
Over the past decade, the number of makerspaces in academic settings has increased. These spaces have proven capable of extending learning in STEM studies, enhancing 21st-century skills, and providing an opportunity to address gender inequities in these fields. Still, without standardization in their design or approaches for integrating makerspace use into the classroom, the effectiveness of using these spaces for learning can be limited by the educators’ prior knowledge and experience. Educators need time and access to professional development and networking to intentionally use these spaces for inclusive constructivist learning that meets STEM learning outcomes. They must also be supported in dismantling existing systems that exclude groups of students, such as females, from using these spaces and recognizing their potential as capable makers. Educators can ensure that gender does not limit the potential for STEM or 21st-century skill development by creating a more equitable, informed, and supportive learning environment for all.
