Making in the classroom: A self-study examining the implementation of a makerspace

Making is a popular trend that holds many promises for classroom education, the most salient of which is as a vehicle for constructionist learning (Cohen, Jones, Smith & Calandra, 2017). In this self-study, I examine tensions that arose from implementing the makerspace concept in my grade 10-12 alternate classroom. Self-study is an ideal way to explore the application of makerspace in the classroom as it is both improvement-aimed and contributory (LaBoskey, 2004). This study found that my fear and uncertainty that arose in implementing a makerspace in the classroom contributed to privileging of choice and autonomy over other aspects of makerspaces. Self-study helped me to re-connect with my values and beliefs of supporting student empowerment and student autonomy through scaffolded practices. This self-study also highlighted the importance that fear plays in surfacing tensions that need attending. This rich description of one teacher’s experience contributes to the conversation of how to bring makerspaces into the classrooms.