Makerspace Proposal & Video

Essential Question 11

How have you , and will you continue to “Learn the 21st Century” and allow your students this experience in your classroom?

"We have a responsibility to be certain that our students are prepared for the modern world which currently exists – not the world in which we grew up." (EDET 677, n.d.).  This is such a great statement and so important that we keep it in mind everyday. Through this course we have explore how much we need to keep the classroom changing to keep up with the quickly changing world around us.
One of the most effective ways for me to learn about new technologies and stay relevant in my classroom is to listen to my students. I take time to let them tell me about the new apps they are into and the games they are playing. They absolutely love to teach me about the latest trends and always want me to download apps and play against them. It's a really great way for me to foster positive relationships with my students and keep up with the whirlwind of technology in their lives. I stumbled upon this article by Kara Wyman lists 5 quick and easy ways to let students help us stay relevant in the digital age (Wyman, 2018).  I am excited about trying a couple this school year and may even start the first day with a quick discussion about the best technology of the summer.

Professional development is another effective way to continue learning about best practices in the current times. However, it is not professional development in the sense of flying somewhere to gather with a group of people and learn. Not to say that isn't effective, it just isn't always realistic. If we truly want to stay relevant, then what better way than to use social media to connect with others around the state (and world). "Making professional connections via social networking can not only result in a lot of great sharing of ideas and resources, but also combat the sense of isolation that many teachers experience." (Caron, 2017). I have a colleague who is very active on Twitter and she has helped me get my feet wet. Twitter is a place of endless resources and a wonderful space for teachers all over to share and collaborate. 

Lastly, this course has given me an opportunity to become more involved in our school's makerspace. Through this experience, I will be able to challenge students and myself to step out of the traditional school box and push the boundaries to explore and invent using technology of today.  I cannot wait to start making alongside my students.


Resources:
Caron, S. W. (2017, February 3). Using Twitter for Professional Development. Retrieved July 26, 2019, from https://www.educationworld.com/a_tech/using-twitter-for-professional-development.shtml

EDET 677. (n.d.). Week Eleven: How have you , and will you continue to “Learn the 21st Century” and allow your students this experience in your classroom? [Web log post]. Retrieved July 26, 2019, from https://uasrobotics.wordpress.com/2019/05/25/how-have-you-and-will-you-continue-to-learn-the-21st-century-and-allow-your-students-this-experience-in-your-classroom/

Wyman, K. (2018, November 16). 5 Easy Ways Teachers Can Stay Relevant in the Digital Age. Retrieved July 26, 2019, from https://education.cu-portland.edu/blog/classroom-resources/easy-ways-teachers-can-stay-digitally-relevant/

Essential Question 10

Why does Wrangell High School need to invest in its makerspace?

Our school is fortunate enough to have an amazing space that has been transformed into a makerspace over the past five years.  It has been a culmination of the vision of many people who see the value in giving our students the opportunity to wonder, dream, and create.  So now in the face of constant budget issues it is extremely important that Wrangell does not let it slip away.  There are so many reasons why this makerspace is critical to cultivating students that will contribute to our ever changing world.

Makerspaces...

1. encourage students to develop a maker mindset and design thinking. 
2. foster interdisciplinary learning. 
3. promote equity.
4. facilitate the development of a growth mindset.
5. give students a sense of purpose and autonomy. 
6. encourage 21st century skills like collaboration, creativity, and communication.

Every inservice I have attended in the past four years has been been about one of the topics above. Some presenter stood in front of us and told us we needed to make these things happen for our students but rarely did they tell us how. Without a doubt I can say that a well executed makerspace is the answer! With funding and support from administration, Wrangell High School could develop some amazing students.

Resources:
Gohl, E. (2017, November 6). The Case for School Makerspaces, According to Those Who Use Them. Retrieved from https://www.gettingsmart.com/2017/11/the-case-for-school-makerspaces-according-to-those-who-use-them/

Spencer, J. (2018, June 12). Why Your School Needs a Makerspace. Retrieved from https://schoolleadersnow.weareteachers.com/school-needs-makerspace/

Essential Question 9

What would you need to coordinate a “Maker Day” for your school?

Upon reading this essential question, my mind went right to a session I attended at the Alaska Society for Technology in Education (ASTE) conference this year.  I walked into a large room that had several different tables filled with all kinds of crafting materials.  The ladies leading the session gave us many opportunities to tinker and create as they shared 102 ways to make without technology.  It was such a fun way to spend a couple hours.  So naturally I was thinking I would need a bunch of craft supplies and stations for students to rotate to throughout the day.  I still think this could make for a great Maker Day, but after reading through Maker Day Toolkit I am excited about exploring some other options as well.

Maker Day Toolkit is an excellent resource for creating a maker day that is focused on incorporating design thinking. "Design thinking is a process for creative problem solving." For me this method was very appealing because students would be working towards solving a problem rather than creating and tinkering without a real goal in mind (which is how I envision my first station rotation plan would work out). Groups of students would be invited to design and construct a solution to the given problem, question, or scenario.

So to answer the original question, I would need the help of many enthusiastic individuals to make a Maker Day come together and run smoothly. There would need to be an agenda that chunked the day into 60 to 90 minute activities. Students would be assigned to groups and expectations would need to be gone through with all participants. I would need to create a problem for the students to solve. And most importantly, we would need plenty of brain-powering snacks!

Maker Day Toolkit has an example problem, agenda, and a very complete list of resources to create the perfect maker day.  It truly is an excellent resource that I will keep in my back pocket!

Resources:

Crichton, S. & Carter, D. (n.d.). Maker Day Toolkit. Retrieved from https://www.itabc.ca/sites/default/files/docs/discover/Final%20MakerDayToolKit.pdf

Martin, T., & Tice, D. (n.d.). Makerspace 101: 102 ways to make without technology[Google Slides].

What is Design Thinking? (n.d.). Retrieved from https://www.ideou.com/blogs/inspiration/what-is-design-thinking

Essential Question 8

Can you teach more than you know?

I can absolutely teach more than I know! I have the most fun and best outcomes in the classroom when I am learning with (and from) my students. The best part of researching, experimenting, solving a math problem, etc., along side my students is that they get to watch my process and learn from they way I work through failure.

In my first couple years of teaching I would only teach what I was very comfortable with and would spend mind-numbing hours learning the ins-and-outs of topics before I covered them in my classes. I wish I had known then that the best learning I have ever seen in my classes was not when I was the expert, but when I gave up control and chose to guide my students through teaching themselves and one another.

The answer to this essential question is extremely important when applying it to technology and makerspaces. "We are teaching digital natives, many of whom have been pounding on keyboards since their toddler days." (Trierweiler Hudson, n.d.). Our students know so much more about technology than most of us do and if we waited to do a lesson or teach a topic until we were more comfortable than they are with the tech tools then the lesson would never happen.

The best thing about a makerspace is that "nobody who uses the space needs to be an expert, not even the teacher." (Maker Media, 2013). In a makerspace, the teacher can take the role of a project manager. There is less necessity for the direct instruction we are familiar with and more need to "define requirements and make judgment calls about budget, timeline, project scope, and desired outcomes." (Maker Media, 2013). Through this type of leadership, students can indeed be taught more than one teacher could possibly ever know.

Resources:
Maker Media. (2013). Makerspace Playbook - School Edition. Retrieved July 18, 2019, from https://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf

Trierweiler Hudson, H. (n.d.). Do Your Students Know More About Technology Than You Do? Retrieved July 18, 2019, from https://www.scholastic.com/teachers/articles/teaching-content/do-your-students-know-more-about-technology-you-do/

Essential Question 7

What are the rules for your makerspace?

The rules for my makerspace have been put in place to keep students safe and maintain a comfortable makerspace for everyone.  As it turns out those rules are very similar to the rules of my science labs!

1. All participants must follow the makerspace rules.
2. Respect:
• We are all here to make things and learn. Collaboration is important.
• Don't be afraid to ask questions. Answer them kindly; eventually you'll have to ask for help too.
• Tools/resources must stay on the premises so that other members may use them.
• When you break something, own up to it. If you have any doubt about fixing it, ask for help. Don't make someone feel bad for breaking things, help them understand what went wrong.
• Clean, Maintain, Organize, and Improve. Always leave the space better than you found it.
3. Protective gear:
• Wear eye protection: safety glasses with side shields, goggles, or face shields.
• Do not wear loose-fitting clothing around moving or rotating machinery.
• Remove ties, jewelry, gloves, etc. especially around moving or rotating machinery.
• Tie back or cover long hair to keep it away from moving machinery.
• Wear only shoes that cover the entire foot, no open-toe shoes or sandals.
• Wear suitable gloves when handling hot objects, glass, or sharp-edged items.
• Wear appropriate clothing for the job.
4. Prepare:
• Safety is your top priority when using the makerspace. If you are not sure what you are doing, ask.
• Know all the locations of first aid, fire, and safety equipment.
• Think through the entire job before starting. Prepare prints or drawings with all dimensions and specifications prior to using machines.
• Sign in before using any equipment.
• Never use a tool unless you’ve been trained to use it safely.
• Never work alone when using power tools. Two persons must be present and be able to see one another.
• Do not work in the makerspace if tired, or in a hurry.
• Do not fool around, startle, or distract anyone (not even with a conversation) while either one of you is using a tool.

While there are many other possibilities for rules, I feel adding many more could be restrictive and cumbersome.  I want my makerspace to be a location that is accessible to all students and provides them ample opportunity to tinker, play, and create.  

Resources: (My makerspace rules are a combination and modification of the rules found on the resources below.)

Hlubinka, M. (2013, September 2). Safety in School Makerspaces. Retrieved July 3, 2019, from https://makezine.com/2013/09/02/safety-in-school-makerspaces/

Rules and Policies. (2019, June 24). Retrieved July 3, 2019, from https://dallasmakerspace.org/wiki/Rules_and_Policies

Essential Question 6

What stuff will you stock your making space with, what’s the cost, and how will you fund it?

The technology director at my school, Matt Gore, has been slowly creating a makerspace for the past five or so years in our high school.  So naturally I went to him for help with this question and he was not only full of information but also thrilled to have someone else as excited about it as he is. 

We have a very large area that has been dedicated as our makerspace.  It is two classrooms connected by a large office space. The first room is a computer lab and digitally drafting space. Over several years, through the Carl Perkins Grant, we have been able to acquire laser and vinyl cutters, 3D printers, and many of our students learn to use Rhino with these machines. One thing the tech director highlighted was that the computers in the computer lab are now built by the students. We don't purchase premade computers anymore. The students learn to build computers and we keep the lab updated with a higher quality of equipment than the original equipment manufacturer (OME).

In the past we also were lucky enough to have AKTeach as one source for outside funding. Through their grant, we were able to do the whole drone workshop and they left supplies behind so we could continue.  The drones supplies and the Ardiuno collection are currently housed in the middle office space. The dream is to turn this space into a sort of fixing station.  For example, if a student has computer issues or their phone breaks, we'd love for them to be able to go down and make it work again on their own or with the help of other students. 

Every year our school sends at least two teachers and the technology director to ASTE. Here we have had the opportunity to take a wide variety of classes and workshops. Many trainings supply some equipment that we have been adding to the stockpile. A couple years ago we were able to take two students to ASTE as well (using funds from the Perkins grant). They both did a robotics session for two days and their robots live in the makerspace as inspiration for others.

The third room currently is a work in progress. It has a green screen and some photography lights, but not much else. The goal for this space would be to have a photography/video production area, editing stations, recording stations, and whatever else we can dream up. Much of the equipment in this space is the tech director's personal equipment from his photography days. (Matthew Gore, Personal Communication, June 21, 2019).

Nine years ago when I was students teaching, my mentor teacher worked with folks in Juneau to get me to a SeaPerch training. "SeaPerch is an innovative underwater robotics program that equips teachers and students with the resources they need to build an underwater Remotely Operated Vehicle (ROV) in an in-school or out-of-school setting." (SeaPerch, 2019).  I was able to bring back several kits to our school and my mentor teacher purchase a few more with her classroom funds.  These kits are currently living in my classroom store room and need to make their way down to our makerspace. 

Below is a the cost of many of the items found in our current makerspace according to Mr. Gore. (Matthew Gore, Personal Communication,  June 21, 2019).

Cost List: (Not Extensive)

• Wire Shrink Wrap $10 100ft roll
• Wire Protection Wrap $20
• Snippers $15/piece
• 3d Printer $500-$4000
• Laser Cutter: $10,000
• CNC Router (Small) $3500
• CNC Router (Large) $9000 approx
• Complete Screw Kit (Hardened Steel) $100
• Batteries of all sorts $1000
• Electronic Programmable Boards $10-$200/piece (Arduinos, Raspberry Pies, BeagleBones)
• Electronic Paper Circuit $50
• Soldering Iron $150
• Helping Hands for Soldering $50
• Small Piece Organizer $50
• Capacitor Set $50
• Resistor Set $50
• 3d Printing Filament $20-50 a Roll
• Cleaning Supplies
• SLR Cameras $500
• Large Ink Jet Printer $500
• Dash and Dot $200
• Electronic Paper Airplane $75
• Heat Gun $50
• Work lights $100

So this project was supposed to be about why my school needs a makerspace, but I would prefer to focus on what my part can be to help improve our makerspace. I am looking forward to working with the technology department and helping spread the word to our teachers. This space is grossly underutilized and I would like to help change that!


Resources:
Rhino 6 for Windows and Mac. (2019). Retrieved from https://www.rhino3d.com/

SeaPerch Home Page. (2019). Retrieved from https://www.seaperch.org/index

Essential Question 5

What is the relationship between teaching and learning?

Dictionary.com (2019) defines the verb teaching as "to impart knowledge or skill; give instruction" and learning as "the act or process of acquiring knowledge or skill." 

When I was in high school and even while completing my student teaching, my experiences with teaching and learning were just that.  The teacher was there to impart knowledge to the students.  Most of my classes were done through direct instruction and the students were there to absorb the information that the teacher had to give.  While this method works for some students, it often feels like it is more about teaching than learning. 

Since then, there has been a shift in education to create a student-centered classroom.  This allows the student to take a more active role in their learning.  I came across an article by Martha Kennedy (2015) that really helps put it in perspective. She says there is an "essential difference between teaching a skill and teaching content. You can tell people content; people must practice skills. To learn a skill, students must be directly involved. No teacher can stand there and tell the students how to do something and expect the students to leave the classroom able to do it."

So what I am really wondering is why should I make the change in the way I foster the relationship between teaching and learning in my classroom?

Yoram Harpaz, wrote a paper titled Teaching and Learning: Analysis of the Relationships in which he discusses how teaching is derived from learning and since our research about how we learn has changed, we should change how we teach to better suit our students.  "In short, the cognitive science enlightened us about the nature of learning and the conditions for its growth, and all we – the educators – should do from now on is to derive rules for teaching from the nature and conditions of learning – to 'built education from the bottom up.'"

Our ultimate goal as teachers is to give students the skills they need to be successful in life and "the main virtue of the student centered classroom is that it removes mastery from the sole province of the teacher and allows students to be masters, too." (Kennedy, 2015).  So to me, it only makes sense to change the classroom dynamics so that students are taking a more active part in their learning.


Resources:
Dictionary.com. (2019). Retrieved June 20, 2019, from https://www.dictionary.com/

Harpaz, Y. (n.d.). Teaching and Learning: Analysis of the Relationships. Retrieved June 20, 2019, from https://yoramharpaz.com/pubs/en_learning/teaching-and-learning-analysis.pdf

Kennedy, M. (2015, March 06). Student Centered vs. Teacher Centered Learning. Retrieved June 20, 2019, from https://medium.com/synapse/student-centered-vs-teacher-centered-learning-2184a7521720

Essential Question 4

What project could help me integrate my content with making?

This year I will be teaching a physical science course.  As I began reflecting on the lessons I would like to keep and the ones I would like to modify or ditch for next year, I decided that I really need to add a unit about magnets and electricity.  This is one area that students learn very little about in our schools and I would like to change that.

The best part of this is that it is very easy to find wonderful projects that allow students to tinker and explore. One maker project I could include for relatively low cost is building electromagnets. Electromagnets illustrate the connection between electricity and magnetism. In real life, electromagnets are the foundation of many common electrical devices, such as door bells, MRI machines, electric motors, loudspeakers, and headphones.

TeachEngineering.org has a fantastic lesson plan for investigating the properties of electromagnets by allowing each student to create their own small electromagnet.  The lesson plan is very thorough and is perfect for someone like me who has very little experience in this area.  

The Alaska Science Standards that are being addressed in this project are: 

• [11] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring, and communicating.
• [10] SB2.1 The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by examining energy (i.e., nuclear, electromagnetic, chemical, mechanical, thermal) transfers, transformations, and efficiencies by comparing useful energy to total energy.
• [11] SB4.2 The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by conducting an experiment to explore the relationship between magnetic forces and electric forces to show that they can be thought of as different aspects of a single electromagnetic force (e.g., generators and motors).

I'm looking forward to trying this one out this summer and even more so with my students.  They alway take it to the next level and amaze me! 

Resources:
Electromagnet. (2019, May 19). Retrieved June 9, 2019, from https://en.wikipedia.org/wiki/Electromagnet#Uses_of_electromagnets

University of Colorado. (2019, April 14). Creating an Electromagnet - Activity. Retrieved June 9, 2019, from https://www.teachengineering.org/activities/view/cub_mag_lesson2_activity1Electromagnet. (2019, May 19). 

Essential Question 3

To what extent should we allow students to figure things out for themselves?

My students come to me as freshmen in high school and by then the large majority of them have decided they are not good at science and are even worse at math.  Due to this fixed mindset, they are unwilling to try to figure things out for themselves.  The result is that of learned helplessness.  I have a large number of students that will ask for help through every step of a story problem or just flat out refuse to try because they are afraid to fail.  This is an issue I struggle with all the time.  How can I best help my students succeed in situations like these?

A.J. Juliani (2018) wrote, "We have the choice to allow for failure and provide support…or do it for them and make it easier on both of us."  This statement really hit home for me.  How many times have I "helped" a student complete a problem that they could have done on their own if they had put forth just a little effort? And why did I help them? ...because they wore me down and it became easier to just walk them through the answers than to watch them get upset. 

"Letting our children 'figure it out' on their own is one of the most empowering ways to give them ownership of their lives and learning path." (Juliani, 2018).  In order for students to be willing to figure things out for themselves we need to teach them that it is not just okay to fail, but it is encouraged.  "You can't grow, advance, and move forward without repeatedly stumbling and falling on your face.  If, as toddlers, we went in to the process of learning to walk with our adult mindset, we would still be crawling." (Burgess, 2012, p. 154). 

Jessica Lahey (2015) wrote, "Year after year, my 'best' students -- the ones who are happiest and successful in their lives -- are the students who were allowed to fail, held responsible for missteps, and challenged to be the best people they could be in the face of their mistakes."

The best thing we can do, as teachers, is to give our students guidance and support them as they figure things out for themselves.

Resources:
Burgess, D. (2012). Teach like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator. San Diego, CA: Dave Burgess Consulting.

Juliani, A. (2018, October 15). The Power of Letting Students Figure it Out. Retrieved June 6, 2019, from http://ajjuliani.com/the-power-of-letting-students-figure-it-out/

Lahey, J. (2015, March 08). Why Parents Need to Let Their Children Fail. Retrieved June 6, 2019, from https://www.theatlantic.com/national/archive/2013/01/why-parents-need-to-let-their-children-fail/272603/

Essential Question 2

What is the link between “tinkering”, “hard play”, and the “growth mindset”?

"Sometimes what we know gets in the way of what could be... we think we already know how something works, so we can't imagine how it could work. We know how it's supposed to work so we can't suppose all the things that could be possible." (Silver, 2013).

The mindset of many of the students that walk through my door as ninth graders is fixed.  Most of my students are afraid to fail and unwilling to make mistakes.  I am often faced with students who believe they are “just not good at science”.  As a teacher, it is my job to help those students change their mindset and create a safe space for students to take risks and learn from their mistakes.

“A growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ greatly in every which way – in their initial talents and aptitudes, interests, or temperaments – everyone can change and grow through application and experience.” (Dweck, 2006, p. 7). Students with growth mindsets are risk takers, persevere despite setbacks, see effort as the path to success, and find inspiration in the success of others.

As a mother to three young children, I love observing them play. They don’t worry about making mistakes. They’re just tinkering and to them there is not a wrong way to play.  Just the other day, my 2 year old took out the Lego Duplos and began building.  He took risks by smashing the Duplos together and building them so tall that they fell over.  And when they fell over he started building again.  He may be too young to know it, but he has a growth mindset and because of this he is resilient, creative, and has grit.  Despite the numerous times that those Duplos crashed to the ground, he continued to explore and create.  

It is easy to see that sense of wonder without limitation in young children, but by they time they are young adults that is often missing and we need to change their mindset.  "Replicating a sense of play in the classroom is vital to creating a tinkering mindset for children." (Baggett, 2016).  In an great TED talk called "We are Makers", Dale Dougherty (2011) said, "It's important to understand that a lot of the origins of our industries, even like Henry Ford, come from this idea of playing and figuring things out in groups."

Resources: 

Baggett, Alice. (2016, November 18). Building A Tinkering Mindset In Young Students Through Making. Retrieved May 29, 2019, from https://www.kqed.org/mindshift/46938/building-a-tinkering-mindset-in-young-students-through-making

Dweck, Carol S. (2006). Mindset: The New Psychology of Success. New York, NY: Ballantine Books.

Dougherty, D. (2011, January). We are makers. Retrieved May 29, 2019, from https://www.ted.com/talks/dale_dougherty_we_are_makers?language=en#t-685350

Silver, J. (2013, April). Hack a banana, make a keyboard! Retrieved May 29, 2019, from https://www.ted.com/talks/jay_silver_hack_a_banana_make_a_keyboard?language=en#t-776899

Essential Question 1

Do you believe Constructionism brings any new ideas to the table as a theory of education? Why or Why not?

Before this assignment, I had never heard of the term “constructionism” but as I dove into the rabbit hole of constructionism I realized that in fact this is a term I am quite familiar with. Constructionism is theory of learning that says “people build knowledge most effectively when they are actively engaged in constructing things in the world.” (MIT Media Lab, 2016). It came to be from the lifelong work of Seymour Papert.

In the 1950’s Papert began working with Jean Piaget who was Swiss psychologist known for his work on child development. Piaget believed that learning happens from experiences and children develop intellectually without being taught. Papert expanded on those beliefs to include that “the best way to ensure that we learn something is through active creation of something tangible/shareable outside of your head.” (TEDx, 2014).

So now that I know exactly what constructionism is, do I believe that it brings any new ideas to the table as a theory of education? Absolutely and in very thrilling and exciting ways! It is the foundation of the “maker movement”. Constructionism allows for students to fall in love with learning by giving them opportunity to develop deep, personal connections to the material.

Constructionism goes hand-in-hand with another hot topic in education: growth mindset. I came across Papert’s Eight Big Ideas Behind the Constructionist Learning Lab and one that really popped out at me what “you can’t get it right without getting it wrong.” (Stager, 2007). I love that constructionism encourages students to make mistakes and learn from them. As a high school science teacher that is one of the biggest issues I encounter. Students are afraid to fail and seek only success through spoon-fed information. Imagine where the world could be in 10 years if we spent less time teaching them to memorize the right answers and more time encouraging them to learn how to think for themselves!


Resources:

MIT Media Laboratory. [MIT Media Lab]. (1986). Seymour Papert [Video file]. Retrieved May 19, 2019 from https://www.youtube.com/watch?time_continue=120&v=IhEovwWiniY

MIT Media Lab. (2016, August 01). Professor Emeritus Seymour Papert, pioneer of constructionist learning, dies at 88. Retrieved May 19, 2019 from http://news.mit.edu/2016/seymour-papert-pioneer-of-constructionist-learning-dies-0801

Papert, S., & Harel, I. (1991). Situating Constructionism. Retrieved May 19, 2019, from http://www.papert.org/articles/SituatingConstructionism.html

Roffey, T. (n.d.). Constructionism & Constructivism. Retrieved May 19, 2019, from http://www.makerspaceforeducation.com/constructionism--constructivism.html

Stager, Gary. (2007). An Investigation of Constructionism in the Maine Youth Center. Retrieved May 19, 2019 from http://stager.org/articles/8bigideas.pdf

TEDx. [TEDx Talks]. (2014, March 14). Seymour Papert - inventory of everything: Gary Stager at TEDxASB [Video file]. Retrieved May 19, 2019 from https://www.youtube.com/watch?time_continue=1092&v=6-dFTmdX1kU