EDET 678 Emerge Tech Week 7 Blog

EDET 678 Emerging Technologies

Week 7 Blog

Essential question: How can 3D printing change the way we think about education?

            It seems that the possibilities for advancement of society with 3D printing are endless. Any one can build a basic or even advanced robot, shown by Randofo, with 3D printed parts, a breadboard, other robotics parts found at RadioShack, and a code on a free application that is downloaded on the computer (2014). Danit Peleg has designed and created five different outfits for her culminating fashion design project only using a 3D printer. This means that there is a potential that a very physical thing such as clothes can be digital and able to download in our own houses just like we are able to download music (Peleg, TEDtalk). Federico-O’Murchu thinks that with the advancement in 3D printing material, there is a possibility of a man-made food supply.

            Knowing the capability of 3D printing outside of the education realm, I was excited to start dreaming and researching about how 3D printers can help grow education in a forward thinking way. 3D printing is a great resource to help students explore personal fabrication of ideas that they have (Martinez & Stager, 2013). Students can begin taking models that they see in a book or on the whiteboard and print it into a physical object. This creates a deeper understanding of structures that are found in education. In math class, we can create shapes that are regular 3D figures versus irregular and talk about what are the differences not only in a physical sense but also in the code of the objects.

            In Dillingham we had a beached whale quite a few years ago. Last year a few high school students got the chance to somehow (I really don’t know how) scan these bones and create a 3D replica of the bones of the whale. Eventually there will be a full a replica of the whale that will be made for everyone to see in the future and remember as a piece of local history. 3D printing can be a cross-curricular activity and is applicable all levels of students. I can’t wait for the day that we begin designing clothes and printing them out in my math class!

Resources:

Federico-O’Murchu, L. (2014). How 3-D printing will radically change the world. CNBC. Retrieved from http://www.cnbc.com/2014/05/09/will-3-d-technology-radically-change-the-world.html

Martinez, S. L., & Stager, G (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Torrence, CA: Construction Modern Knowledge Press.

Peleg, D. (2015). TEDtalk. Retrieved from http://danitpeleg.com/videos/

Randofo (2014). 3D printed robot. Instructables. Retrieved from http://www.instructables.com/id/3D-Printed-Robot/

EDET 677 Mech App Week 7 Blog

EDET 677 Mechanical Application

Week 7 Blog
Essential Question: What are the rules for your makerspace?

            Responsible, Respectful, Safe are the main three rules at my school and I will incorporate these rules for the makerspace that is located in the school or in the local college. The main focus of the makerspace will be middle and high school aged students. The majority of participants are minors so they will need to have a parent sign a waiver that acknowledges the potential dangers of using various pieces of machinery in the makerspace. In this waiver, the rules will be given to parents and encouraged to read over them with their child and talk about what they can do to help create the makerspace a safe environment for everyone.

Big, Basic Rules:

·      A trained adult must be present to be working in the makerspace.

·      All school rules must be followed.

·      Every student needs to have a signed permission-slip to make in the makerspace.

Responsible:

·      Use tools as they were designed to be. (A knife is not a screwdriver)

·      If a tool is broken, don’t use it and report that it is broken.

·      All tools need to stay in the room unless otherwise permitted.

·      Never walk away from a running tool.

·      Operate all machines with the proper materials, tools, and required protective guards in place.

·      Put all materials and tools back to its designated space. (look at labels)

·      If possible, donate to the makerspace by bringing materials from home. (look at material list)

·      Know the location of the first aid kit, AED, fire extinguisher, and safety equipment.

·      Ask if you don’t know how to use a machine, kit, or tool.

·      All consumable material that is used must be reported on the posted “Used Materials” list.

• Think through the entire job before starting. Prepare prints or drawings with all dimensions and specifications prior to using machines.

·      If the makerspace does not have a tool or material you need, try to bring it yourself or put in a request.

·      Do not eat in the makerspace.

Respectful:

·      Do not fool around or distract other students while working in the makerspace.

·      Support your peers by helping them with ideas, making, and encouragement.

·      Do not touch or work on a project that is not yours unless asked.

·      Clean up every time you leave an area. This includes picking up the floor, tools being put away, clearing off the countertops, putting away all materials in the labeled area, etc.

·      Any intentional abuse to the tools or materials will be noted and may terminate the ability to use the makerspace.

·      The computers must be used for makerspace reasons only.

Safe:

·      Wear appropriate clothing for the project you are working on. Think about shoes, scarves, etc.

·      Tie back all long hair.

·      Wear gloves when working with hot objects, glass, or sharp-edged materials.

·      Report all injuries. If the injury is serious, call 9-1-1.

·      Do not attempt to remove foreign objects from eye or body.

·      If chemicals get in your eye, wash eye for 15 minutes in an open flow of water before proceeding for medical treatment.

·      Wear eye protection when working with the necessary machines or tools.

·      Turn off equipment before cleaning.

·      Keep fingers clear of the point of operation of machines when they are in use.

·      Pick up spills and messes immediately so that others do not trip or get hurt by the mess.

·      Be aware of what is going on around you such as who is using what machine.

·      If you don’t know how to use a machine, get instructions on proper procedure before using it.

Arduino:

·      Read the instructional book for the type of projects you are attempting.

·      Ask for help if you don’t know how to use the different parts of the kit.

·      Return all parts of the kit to its appropriate carrying case.

·      Inform the adult if something breaks in the kit.

·      Help others when asked.

3-D Printer:

·      Ask for help if you don’t know how to use the printer.

·      You must have training before you use the printer.

            As you can see from above, I have some general rules and then rules that fall under Responsible, Respectful, and Safe. Lastly for the known materials/machinery that will be in the makerspace, I have a set of rules for Arduinos and 3-D Printers. Lastly, all of these rules are subject to change as I get to know the space and what machinery and tools we have.

Resources:

Dallas makerspace (2017). Rules and policies. Retrieved from https://dallasmakerspace.org/wiki/Rules_and_Policies#cite_ref-4

Hlubinka, M. (2013). Safety in school makerspaces. Retrieved from http://makezine.com/2013/09/02/safety-in-school-makerspaces/

SLO MakerSpace Rules and General Safety, (2013). Retrieved from http://www.slomakerspace.com/wp-content/uploads/2013/12/SLOMakerSpaceRulesandGeneralSafety.pdf

EDET 678 Emerge Tech Week 6 Blog

EDET 678 Emerging Technologies

Week 6 Blog
Essential question: What are the compelling arguments both for and against computer coding in schools?

            At this moment, there are very few school and school districts that require students to take a computer science class before they graduate. Computer coding is not tested on state- and district-wide standardized tests, which is one reason against having computer coding in schools. The federal government has not required any states to provide computer programming for students and I think this is a major set back for having these opportunities in the school. Another reason why there isn’t computer programming and coding in schools because it is a new topic and skill that has come about in the educational world and it hasn’t quite grasped on.

            There are many reasons why computer coding should be in schools (and I very much agree!). Engelberg describes these reasons very well in his article. Students should learn computer coding because it is a skill that has value across many disciplines, it is a great way to teach students solving and critical thinking skills, and there are many jobs that require computer science. (2015) There are many companies who complain that there aren’t enough people to hire because they don’t have the proper qualifications in computer science.

            As I alluded to, there are many things that need to be done at the local, state, and federal level to start providing computer-coding opportunities to students. Weissmann brings up a good point that there needs to be better access to internet and also a better quality of internet so that technology in schools can be used to its fullest. (2013) At the local level, parents need to bring the fact of providing computer science is important for their students to the school board.  I am passionate about providing coding opportunities and I can only do so much at my school before I need backing.

Resources:

Engelberg, M. (2015). 3 Reasons coding should be a core subject. Getting Smart. Retrieved from http://www.gettingsmart.com/2015/09/3-reasons-coding-should-be-a-core-subject/

Weissmann, J. (2013). Why high schools should treat computer programming like Algebra. The Atlantic. Retrieved from https://www.theatlantic.com/national/archive/2013/05/why-high-schools-should-treat-computer-programming-like-algebra/275893/