Horizon Report Overview and Podcast

After reading both the 2019 and 2018 Horizon Reports I decided to focus on Makerspaces. Makerspaces, although not always labeled this, are something that are not only very present in both my home and classroom, but also discussed in my home since my husband is a mechanical engineer and, as he likes to point out, while I have a heart for education I have an engineer-type mind also, resulting in me often merging the two, thus creating unintentional Makerspaces opportunities. Makerspace opportunities are described as “a wide variety of hands-on activities (such as building, computer programming, and sewing) to support academic learning and the development of a mindset that values playfulness and experimentation, growth and iteration, and collaboration and community” (Herold, 2016). By incorporating Makerspaces in education, we are providing students with skills needed to develop their future by engaging learners in nurturing higher-order problem-solving through hands-on learning (Horizon, 2018).

In her article, Martin states there are three main elements turning “Making” into a good learning experience. These are: affordable digital tools which provide new ways to interact with materials, community infrastructure resulting in the sharing of ideas and examples, and a “Maker mindset” which encourages students to “believe they can do anything.”

Digital tools include, but are not limited to, 3D printers, computer numerical control (CNC) routers, laser cutters, digital embroidery machines, and vinyl or paper cutters. There are also digital logical tools such as microcontrollers and mini-computers. This variety of tools provides not only opportunity for designing tangible objects, but also coding opportunities. These tools help students to make multiple nearly identical objects quickly compared to hand made objects. At one Tampa prep school, “Using Unity 3D, the students have been able to create their own apps and video games, and this has empowered students to lead the charge not only in their own coding education, but their classmates’, as well” (Zimmerman, 2018).

Community infrastructure can take place in many forms such as meetings, events, and social networking. The Makerspaces community is an opportunity for students that might not always interact or connect with other students to reach out, question, share details, joke with, and problem solve together. This community is one of equality. Makerspace communities can help influence future educational choices and likelihood students will pursue a career in a related field.

The “Maker mindset,” according to Martin, includes four elements critical to it’s value for education. These are playful, asset- and growth-oriented, failure positive, and collaborative (Martin, 2015). Makerspaces are focused around play, fun, and interest encouraging experimentation resulting in an environment people want to interact with. Makerspaces focus on what can possibly be done rather than restrictions leaning it to be asset- and growth-oriented. Failure is common and seen as an opportunity to try another approach to solve the problem at hand. And, Makerspaces foster collaboration encouraging students to share ideas with each other.

Makerspaces are setting the groundwork for not only our future scientists, inventors, and engineers, but also helping students develop fundamental skills that will allow them to be successful in everyday life. The ability to problem solve, use complex (and non) machines, communicate effectively, and work open-mindedly will only benefit our future generations.


Educause. (2018). Horizon Report. Retrieved from https://library.educause.edu/~/media/files/library/2018/8/2018horizonreport.pdf

Herold, B. (2016, April 11). The Maker Movement in K-12 Education: A Guide to Emerging Research. Retrieved from https://blogs.edweek.org/edweek/DigitalEducation/2016/04/maker_movement_in_k-12_education_research.html?cmp=cpc-goog-ew-dynamic+ads&ccid=dynamic+ads&ccag=technology+dynamic&cckw=&cccv=dynamic+ad&gclid=EAIaIQobChMI-uSVwYKu4QIVhB-tBh2JWw21EAAYAiAAEgIj2fD_BwE

Martin, L. (2015). The Promise of the Maker Movement for Education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 29-39. Retrieved from https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1099&context=jpeer

Zimmerman, E. (2018, September 28). How Makerspaces in Schools Help Students Learn to Code. Retrieved from https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1099&context=jpeer

Listen to my podcast here: https://anchor.fm/courtney255/episodes/Horizon-Reports---Makerspaces-e3k8c0