Introduction
Much of the popularity of the maker movement has been fueled by its promise of preparing the next generation of innovators by turning students from consumers into designers of technology (Honey and Kanter, 2013). Started initially in out-of-school spaces such as community centers, public libraries, and science museums (Sheridan et al., 2014), there is now a growing interest in bringing maker spaces and activities into K-12 classrooms (Peppler et al., 2016a, b). This transition into schools comes with considerable challenges as maker education has promoted interest-driven and open-ended learning that stands in stark contrast to the time-constrained and curriculum-driven nature of most classroom activities. Furthermore, the distributed expertise and flexible collaborative arrangements present in many makerspaces are difficult to replicate in classrooms with only one…
