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From my grad studies, it seems as though lecturing has been conflated with bad teaching, but "demonstration lectures" are provided as examples of ways to engage students with higher level questioning and show ways of doing things.
Sheridan et. al, 2014. pg 508.

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Identities "are made available through the use of technologies...which open doors to students traditionally excluded from technical domains" (Halverson & Sheridan, pg. 502)

Kd

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3 Main Components of the Maker Movement: 

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3 Main Components of the Maker Movement: 

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1. Making as a set of activities
2. Makerspaces as communities of practice
3. Makers as identities

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"Learning through making reaches across the divide between formal and informal learning, pushing us to think more expansively about where and how learning happens."
(Halverson & Seridian, 2014, p. 498)

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The learning is based on the process and product not the tools or latest in technology.

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We have ideas but, do we have the money?

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We have ideas but, do we have the money?

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Halverson & Sheridan (2014), states "If we believe that making activities and maker identities are crucial for empowerment, then it is, in part, our job to set up situations whereby all learners have the opportunity to engage" (p. 500). We have the ideas to push out the education to students but do we have the time and money? The act of "making" has been essential to society being able to innovate new ideas. However, what I am most concerned with is the affordability and availability of Maker Tech to allow every student to be able to play, through their participation.

References
Halverson, E.R. & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-465.

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"A critical feature of Sector67 is how it functions as a community; nearly everyone interviewed highlighted "people" as being the most valued aspect of the space." (Sheridan et. al., 2014, p.513). I think this is important for us to remember when there are new digital tools emerging every day. People and community are essential.

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During maker time, teachers are circling around the room providing students with "just in time instruction" as needed (Sheridan et. al., 2014, 508).

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"In Mt. Elliott, circuitry skill is positioned not just as something to learn for its own sake but as a skill that should be put to use and taught to others to build and strengthen relationships and address community needs." Sheridan et. al., 2014, p. 525)

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The Mt. Elliott Makerspace is a community workshop that serves as an environment for knowledge exchange and entrepreneurial experimentation through "making." The intention of the Mt Elliott Makerspace is to pool the talents and tools of creative Makers by serving as a gathering space for learning, sharing and doing.

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"Things are meant to be shown, used, sold or shared.  This deepens participants' experiences since production-based work is more authentic and learning outcomes focused on representation more robust when audience is an embedded component of the design process" (Sheridan et. al., 2014, p. 529)

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"'The real power of this revolution is its democratizing effects. Now, almost anyone can innovate. Now almost anyone can make. Now, with the tools available at a makerspace, anyone can change the world'" (Halverson & Sheridan, 2014, p. 497)

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#MakerEd isa reflection of prototyping (plan, experiment, reflect, and revise) as rethink, remix, redesign, and redefine addressing curriculum, tools, environment, and roles.

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Halverson & Sheridan (2014) mentions three characteristics of the maker movement: maker, making, and makerspace. Interestingly, this connects to our work with identity, activity, and environment. These factors can transform a classroom.

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"These spaces value the process involved in making-- in tinkering, in figuring things out, in playing with materials and tools. It is not uncommon for participants in all three spaces to mess around with materials with no project in mind or to have a series of started projects that do not come to fruition." (Halverson, Litts, Brahms, Jacobs-Priebe, & Owens, 2014, p. 528)

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"Bringing the maker movement into the education conversation has the potential to transform how we understand "what counts" as learning, as a learner, and as a learning environment." (Halverson & Sheridan, 2014, p. 503).

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We can all create because we all have ideas!  Given time and space to imagine - oh the creations we can make!