LAUSR

Over the last decade, the Maker Movement has grown from a niche group to a global community. Maker activities and projects involve not only electronic designs but also traditional crafts such as knitting, book making, or cooking. Many computational and electronic construction kits provide hands-on experiences so that even young learners can make their own robots, design their own games, or craft electronic textiles, to name but a few examples. Local makerspaces have sprung up in science museums, community centers, churches, and many neighborhood libraries, providing meeting spaces for makers of all ages to share expertise and work together on projects. Hundreds of maker faires around the world showcase new tools and three-dimensional (3D) printer designs and celebrate makers and their projects. Educators have sought early on to leverage the potential of maker activities for learning, in particular concerning STEM (science, technology, engineering, mathematics) activities. One of the critical challenges is how maker activities and spaces can become part of K–12 education system to amplify their potential and reach. The set of articles published in this issue takes a first step in addressing this critical challenge by realizing the central role that teachers play in the process. In “Preservice Teachers’ Preconceptions and Misconceptions About Making in Education,” Jonathan Cohen identifies major misconceptions held by preservice teachers: (1) that making is a series of activities that teachers can use to achieve only narrow, content-based learning objectives, and (2) that certain tools are central to the practice of making. As the author argues, each of these misconceptions has the potential to limit the potential benefits of making in the classroom. Addressing these misconceptions in the preparation of preservice teachers will be essential; otherwise, maker activities are not likely to positively impact students’ learning and foster curricular connections. The other articles provide different models on how preservice teachers can be equipped with a better understanding of maker technologies and activities. In “Learning About Makerspaces,” Cassandra Scharber outlines a professional development model for K–12 in-service educators, realizing that teachers come with different backgrounds and experiences in making. The program inspired by Frank and colleagues’ (2011) professional development approach matches teachers’ initial knowledge of making and helps them to connect with student learning, to experiment and explore with materials and tools, and to gain access to the knowledge of others. This multitiered approach realizes that understanding and implementing maker activities in classrooms is a combination of developing pedagogy, increasing technical mastery, and building professional community. In “UTeach Maker,” Shelly Rodriguez describes a microcredentialing program for preservice teachers that provides them with opportunities to learn about tools and maker activities and reflect on their experiences. More importantly, the program also helps teachers to develop a maker mindset that equips them with the courage to take risks with new technologies and willingness to show vulnerability as they learn alongside others. Like the program “Focus, Fiddle, and Friends” described by Scharber, the microcredentialing program introduces new teachers to key aspects of the maker ecology: learning the tools, developing projects, participating in showcases, and building a supportive community. Presenting an international perspective on maker spaces from Scandinavian countries in “Makerspaces Across Settings,” Susanne Kj€allander discusses two aspects that often impact successful