48 Leah R. Mann, EdD are certainly a far cry from early one room schoolhouses. However, observations and interview responses showed that even when students could work in a variety of locations across the campus; had as much time as they needed to bring a project to completion; or chose how they shared their learning, it was still driven by the teacher. The teacher chose the materials, asked the questions, and defined what completion of the challenge looked like. To capture our Sputnik moment, a call from President Obama made nearly 11 years ago, and to prepare students who will work in jobs that do not yet exist, we need to continue to redefine learning and instruction. Specifically, this redefinition means teaching students to focus on the process of learning and design as much, if not more, as the finished product. The word makerspace in and of itself should change and should be called maker learning instead, since the space does not define the learning, according to the results of the current study. Up until this point, we have merely changed parts of the education system. All three campuses of the current study provide strong examples of how we have made steps toward new methods of teaching. These include creating new flexible learning environments with fun and engaging furniture, building creative time into the school schedule for students to pursue passion projects, and developing a specialized curriculum. However, we need a unified system to truly promote innovation and entrepreneurism in our students. This new system expects that all members of the education system: universities, district and campus administrators, teachers, students, parents, and the local community be an integral part. By each member of the system putting pressure on other members to carry out and support this level of instruction, education begins to evolve. However, in true chicken and egg fashion, it is difficult to isolate where the beginning of this change should begin. With that said, the researcher of the current study believes it begins with strong leaders who recognize how vital maker learning and design thinking are to students’ future readiness. References Bajarin, T. (2014). Why the maker movement is important to America’s future. Time. Retrieved from http://time. com/104210/maker-faire-maker-movement/ Blikstein, P., Kabayadondo, Z., Martin, A., & Fields, D. (2017). An assessment instrument of technological literacies in makerspaces and fablabs. Journal of Engineering Education, 106(1), 149-175. Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson. Hlubinka, M. (2011, May 17). New models for education: Maker faire and the young makers program. Edutopia. Retrieved from https://www.edutopia.org/blog/ education-maker-faire-young-makers-program Jamalian, A. (2018, June 6). The role of school libraries in the 21st century maker movement. [White paper]. littleBits. Retrieved from https://www.globe.gov / documents/23174792/9b447b06-5ff3-4e8a-ae2934c7734b9a34 Kangas, K., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2011). Figuring the world of designing: Expert participation in elementary classroom. International Journal of Technology and Design Education, 23(2), 425– 442. Kelley, T., Capobianco, B., & Kaluf, K. (2015). Concurrent think-aloud protocols to assess elementary design students. International Journal of Technology and Design Education, 25(4), 521-540. https://doi.org/10.1007/s10798014-9291-y Krueger, N. (2014). Create a school makerspace in 3 simple steps. [Web log]. Retrieved from https://www.iste.org/ explore/ArticleDetail?articleid=103 McIntosh, E. (2012). What’s the difference between PBL and design thinking? [Blog post]. https://edu.blogs.com/ edublogs/2012/08/whats-the-difference-between-pbland-design-thinking.html Moorefield-Lang, H. (2015). Change in the making: Makerspaces and the ever-changing landscape of libraries. TechTrends, 59(3). Nguyen, T., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student
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