Fri. December 6, 2024
Steve Gagnon, DLS, and Ashley Healey, LMS, are the dynamic duo of Stratham Memorial School’s newly rolled out Learning Commons Program. With a combined 45 years in education, they've seen the evolution of makerspace culture and have dabbled with a wide variety of materials and structures both within the classroom setting; within a block of a unified arts schedule; and within a blended, collaborative, learning format as they’re now experiencing. They’re excited to share their journey with you.
Talk to us about your roles, school, and historical experiences with the maker movement.
ASHLEY: Like most educators, when the Maker movement began, I was eager to implement elements of Maker culture into my classroom. Through STEM challenges, Genius Hours, Dyson Idea Boxes, and Passion Projects, as a classroom teacher, I was all in. With limited materials, both low- and high-tech, this looked like students working with index cards to create the tallest tower, students investigating their own wonders and creating products to showcase their learning, Invention Conventions, scheduled time to build with LEGO bricks, K’NEX, and blocks (cue the donations!), and a shift to focus on the design process and working with a growth mindset. While this was great for my individual classrooms, there was a noted lack of consistency throughout the school as a larger entity. Enter MakerSpace.
STEVE: Shifts began in our school in the fall of 2014 when the principal asked me if I wanted to move into the computer lab teacher position that was vacant. I agreed with the understanding that the class would be renamed MakerSpace to better reflect the expanded opportunities that would be offered and the change in teaching philosophy. This position would continue to be in the related arts schedule.
Fortunately, in that first year, I was able to obtain grant funds that allowed for the purchase of many items which helped kick-start the new program. Materials included LEGO EV3 robots, two MakerBot 3D printers, Makedo cardboard construction tools, Sphero and Dash robots, littleBits, Makey Makey, KEVA Planks, and the original Minecraft: Education Edition. These items combined with donations of LEGO bricks, K’NEX, and other materials made for a good start.
The first year of the program was a “build it while you fly it” kind of year. No preplanning was done because it all happened so fast, and I didn’t want to lose the momentum that was given.
The reception of the new MakerSpace program was overwhelmingly positive. Students and teachers loved the creativity that was encouraged.
It should be noted that not all of the topics addressed in the Computer Lab were eliminated when the MakerSpace took over. Students still needed to learn how to use their Chromebooks effectively, so time was devoted to teaching them the apps available on these devices.
This iteration of the MakerSpace continued for a few years. While the program was a huge success, concerns were developing and needed to be addressed. Concerns included:
Students not having enough time to dive deeply into a project due to a 45-minute, once-per-week time blockStudents not receiving technology support in the classroomA disconnect between what was happening in the MakerSpace and the LibraryOne suggestion for addressing several of these concerns was to take my position out of the related arts schedule. This would allow me, who by certification is a Digital Learning Specialist, to work out of a schedule. It would allow me to schedule longer times to work with students. It would also allow me to work with teachers and students in classrooms.
Some teachers expressed their concern that if this were to happen, some students would not receive an equitable amount of time in the MakerSpace. While not ideal, the thought was that at least in a related arts schedule, all the students would have equal access.
This debate continued until administration saw the potential for meaningful, relevant, engaging, 21st-century learning opportunities and ultimately decided to take me out of the related arts schedule so that I could continue running the MakerSpace and work with teachers and students on integrated digital and physical projects.
ASHLEY: Don’t get me wrong, my kids loved MakerSpace being a part of the rotation, but when they lived the experiences we could do in collaboration with Steve, either in the classroom or in the physical makerspace, it was a pretty easy sell. As a classroom teacher, the ability to enhance and enrich my instruction with the help of a DLS and with an emphasis on Maker culture, I was able to have my students engage in projects I never could have dreamed of. One of my favorites included an animal research unit in which students used Makedo materials to create cardboard-constructed animals, organized their animals into biomes, and then created a green screen production of their biome.
STEVE: A perfect storm arrived in 2023 allowing our school to do the next major shift in our programming. Two positions in our school became vacant. The first was that of our school librarian position. At the same time, our tech coordinator position was open. (The tech coordinator was responsible for technology budgeting, maintaining the tech hardware and software, and providing teacher support. This position was a revolving door with the person in that position staying for a year or two.)
ASHLEY: In February of that year, when the Library Media Specialist position became available at my school, I began an accelerated certification program and applied. This was my dream job! One main subject of focus? Seeing every kid in the school? Having the potential to create an impact felt by the entire school community? [No parent conferences, IEP meetings, or nightly parent communication?] No brainer! After working hard to craft my vision and selling it to the interview committee, I received the exciting news that I had gotten the job!
STEVE: I was ecstatic when Ashley was offered the position of teacher-librarian. Up until that point, I had felt isolated in my position. That changed when Ashley made her shift from the classroom. I knew that Ashey and I were like-minded individuals. I knew Ashley and I worked well together and that our strengths would serve us well. I knew that our administration would support us. And so I knew I was about to be a part of a team that had the opportunity to make major improvements in our school.
Joining forces, with dreams of an integrated 21st century experience for all of our learners, we came together, and the SMS Learning Commons was born. Library + Makerspace = Learning Commons. Our first step was planning for the transition that would begin the next school year. We look forward to sharing that process in our next post!
Read Part 2
ABOUT THE AUTHORS:
ASHLEY HEALEY
Teacher Librarian, Stratham Memorial School, New Hampshire
Ashley Healey is a National Board Certified Teacher with a passion for reading, writing, technology, and maker culture. She’s dedicated to creating dynamic, inclusive library spaces where students can explore new ideas, develop critical thinking skills, and expand their imaginations.
Ashley serves as the PreK-5 Teacher Librarian at Stratham Memorial School in Stratham, New Hampshire. She also teaches graduate courses at the University of New Hampshire’s Summer Literacy Institute and is the Field Director for the UNH Writers Academy for Youth. Find her at @ashleyhealey.bsky.social.
STEPHEN GAGNON
Digital Learning Specialist, Stratham Memorial School, New Hampshire
Steve Gagnon has worked at Stratham Memorial School since 1993, teaching Grades 3-5. He spent two years as the assistant principal and is currently the Digital Learning Specialist for the school. In 2014, he converted his school’s computer lab into a Makerspace, which continues to grow and thrive today. Steve’s students love the Makerspace program because it enables them to use technology to create meaningful learning experiences. Steve is the New Hampshire Society for Technology in Education (NHSTE) 2012 Pat Keyes Technology-Using Educator Award Winner. Find him at @jstevieg.bsky.social.
Inspire your students with hands-on learning.
Educate, engage, and motivate your students with Makerspaces, innovation labs, and other hands-on learning opportunities. We offer popular products like 3-D printers, design and fabrication tools, robotics kits, and more!
Learn more about Follett’s hands-on learning offerings on our Makerspace & Hands-On Learning page or complete the form below and our team will help you identify the resources that best meet your needs and budget.
[{{SERVICE:https://www.follettcontent.com/forms/follett/?thisform=43-25ABC&utm_formsource=Blog-History-Setting-the-Stage-for-an-Integrated-21st-Century-Program}}]
For the complete article (non-reader view with multimedia and original links),
Tap here.
Head to FollettContent.com