Journal of K-12 Educational Research 47 materials; built in professional learning days on the calendar for teachers to collaborate and design instruction that incorporates makerspace learning and design thinking; and alignment and collaboration between the library and classrooms as reported through interviews. Only one of the observations, at Campus C, was done in the library and/or utilized the library, showing that this method of learning is not relegated only to library spaces or library programming. None of the lessons during the current study showcased a physical makerspace. Campus personnel, especially at Campus A, discussed the makerspace available to them, including tools, but they did not use this space at the time. All the district administrators discussed the need for makerspace learning and design thinking to better prepare students, and all shared that their districts believed in the power of these initiatives to transform instruction. All campus personnel who participated identified support from their district to teach in this manner. The two campus personnel who were instructional specialists both reported frustration with not being included in makerspace instruction and feeling disconnected due to lack of training on how to use the makerspace. They also reported a lack of teachers seeing the positive implications of their coaching, instead seeing coaching and feedback as punitive in nature. Implications Overall, the implication from the current study as supported by previous research is that classroom teachers are in fact transforming instruction to help prepare students for the future workforce, but it is not necessarily through makerspaces and there is still a need to define and understand what makerspaces and design thinking are (McIntosh, 2012). The results of the current study reveal four themes that address what is needed for the successful implementation of a makerspace program. These themes are instruction, communication, personnel, and vision. Additionally, the current study suggests that the campus principal is the foundational element that drives the success of makerspace learning on elementary and middle school campuses as they work within the context of these four themes. Makerspaces create equitable opportunities for all students to experience engineering and design principles, and students can leverage their opportunities in these spaces to master technological skills (Blikstein et al., 2017). Participants in the current study stated that one of the biggest challenges to makerspace learning through design thinking was ensuring all students had the opportunity to experience this method of instruction. District A’s answer was to set aside time each week at every elementary school to engage in Genius Hour. This instruction occurs across the school and is not relegated to a singular space, with experiential learning and design at the heart of this dedicated time. According to participants’ interview responses, principals are the most impactful element for implementation. When these administrators support and understand this kind of instruction, as well as communicate expectations, hire personnel with the right mindset, and have a clear vision, successful makerspace initiatives are established. The one campus principal who participated in the current study discussed the impact of her professional learning network on how she supports this form of instruction. The question remains about what professional learning opportunities separates this principal from the other participants. The researcher of the current study recommends further study of how principals and other campus leaders are trained and educated in how to establish and support innovative programs, such as makerspaces, that promote STEM and career and technical education (CTE) at the elementary and middle school levels. A Vision for America’s Education System As indicated by the implications from the recent research literature, and through observations of instruction, teaching is changing but it still may not be enough. American schools have gone through many changes since the time of colonization. Entities such as the Schlecty Center and the Texas Association of School Administrators, and frameworks such as Future Ready Schools, have led practitioners to reassess how instruction is carried out. In the case of the current study, three school districts in North Texas built design-centric schools with a vision for teaching students in innovative ways. These open-concept schools
RkJQdWJsaXNoZXIy ODc4ODgx