The parts included in a makerspace (materials, tools, devices, software, apps, furniture, etc.) should follow from the program’s purpose of the space (Making+Learning, 2014). Research from Parekh and Gee (2018) suggests that makerspaces using everyday materials can instill an atmosphere of playful making and tinkering for children. They also seem to suggest that advanced technologies (like 3D printer and laser cutters) can inhibit children’s natural tendency to build and create.

 

In my work with K-5 makerspaces, I have found found agreement with the Making+Learning framework that choices for tools and materials should be dictated by the types of artifacts we ask students to create. When designing lessons, I often suggest that teachers build a prototype to see where students might hit roadblocks, and what tools might alleviate some of the excessive challenges. Building a prototype can also inform educators on the types of materials to provide students.

 

However, be aware that providing constraints around time and materials is an important feature of the engineering design process. By pushing children to work within certain guidelines, educators can create conditions for productive struggle and creativity. Also, a makerspace should be a continuously  evolving environment. By providing a wide range of materials, educators allow students the opportunity to explore new ideas and reach unexpected outcomes. Random materials, often from donations or recycled parts, can spur these types of innovation.