With the continued integration of digital technologies in the classroom, it is essential to ensure there is enough space for students to utilise their tools to optimise learning (Tomko, Nagel, Aleman, Newstetter, & Linsey, 2017). Many teachers have implemented a “makerspace” within the classroom (Paganelli, et al., 2017). Makerspaces are a physical space in the classroom that is a designated area for art, engineering and science. Space is made up of digital and physical technologies; this allows students to explore and support projects that are at a personal interest (Rivas, 2014).
Makerspace allows for teachers to integrate a Constructionism approach to their teaching practices. The makerspace allows this approach as it sees the students use the real-life experience to remember content instead of just being told about it; they can experience it themselves (McKay, Banks, & Wallace, 2016). These makerspaces can encourage and engage students in the content (Paganelli, et al., 2017). For example, when teaching a science lesson, the students can use this space to investigate different materials properties or using computer game-based activity that shows the properties of different materials.
In makerspace, teachers can incorporate a range of technologies and equipment. Teachers can include microcontroller; the microcontroller is a small part that is dedicated to one task; this is often an embedded system (Brain, 2000). The microcontroller generally has an input and output function which allows programs to be loaded on to the microcontroller (Brain, 2000). The microcontrollers are often low cost and have low power that has no to minimal display features (Brain, 2000). Teachers can also use the development board. A development board is a piece of hardware that features a microcontroller that is built onto a single circuit board. (Ibrahim, 2014) Once the microcontroller programs the development board, they can perform specific tasks depending on the board specifications (Ibrahim, 2014). In order to program the development boards, some software’s have been designed for education which has a visual programming interface (Ibrahim, 2014).
3D design and printing can also be utilised in the makerspace (McKay, Banks, & Wallace, 2016). 3D printing and design allow students to relate the design process to multiple subject areas, including direct references to in technology courses and science (Greenhagh, 2016).
Makerspaces can have some limitations. Depending on which school and location, the funds and resources may be limited due to budgets (Tomko, Nagel, Aleman, Newstetter, & Linsey, 2017). Another limitation in many school classrooms there is not enough space to have an efficient area for students (West, 2016). Teachers have to ensure they set a task that utilises the equipment and is relevant to the learning outcomes set out in the curriculum (Tomko, Nagel, Aleman, Newstetter, & Linsey, 2017).
Makerspace is a great way to have a pre-setup area for digital and physical technologies. It allows students to design and interact with technologies which can enhance motivation and engagement in school work.

Review of Circuit Script
https://circuitscribe.com/

The circuit script is recommended for ages 8 years and over. It ranges from simple circuits to more complex circuits for example working with an a drone. The Circuit scribe is tailored for the science and engineering curriculum. teachers have the option to give the students the Circuit scribe Investigator’s notebook which allows students to progress through and complete lessons that explore circuits. Teachers can also get students to create their own circuits with spinning motors or even create a Drone out of cardboard. Students are able to foster creativity as the content is engaging and they are able to create circuits by using a specialise ink pen. The strengths of the Circuit Scribe is that it is a safe method for students to learn about circuits as well as being unique and fun for the students. However the circuits scribe is a very tailored product that only looks at circuits so it can be limiting in the areas that it is applied in.Circuit scribe also can be costly as it only has a shelf life of 6 months so teachers will need to restock and use the pens to ensure they are not wasted.
Overall the circuit scribe is a fun and innovative way for teachers can teach students about circuits and the qualities that they have.

References

Brain, M. (2000, April 01). How Microcontrollers Work. Retrieved from howstuffworks: https://electronics.howstuffworks.com/microcontroller1.htm
Greenhagh, S. (2016). The effects of 3D printing in design thinking and design education. Journal of Engineering, DEsign and Technology, 14(4), 752-769.
Ibrahim, D. (2014). PIC Microcontroller Projects in C. In D. Ibrahim, Chapter 6 – Intermediate PIC18 Projects (pp. 173-325). Elsevier’s Science & Technology. Retrieved from https://core-electronics.com.au/development-boards.html
McKay, C., Banks, T., & Wallace, S. (2016). Makerspace Classrooms: Where Technology Intersects With Problem, Project, and Place-Based Design in Classroom Curriculum. International Journal of Designs for Learning , 11-16.
Paganelli, A., Cribbs, J. D., Huang, X., Pereira, N., Huss, J., Chandler, W., & Paganelli, A. (2017). The makerspace experience and teacher professional development. Professional Development in Education, 232-235.
Rivas, L. (2014). Creating a Classroom Makerspace. Educational Horizons, 25-26.
Tomko, M., Nagel, R. L., Aleman, M. W., Newstetter, W. C., & Linsey, J. S. (2017). Toward Understanding the Design Self-Efficacy Impact of Makerspaces and Access Limitations. American Society for Engineering Education, 1-14.
West, S. (2016). overcrowding in K-12 STEM classrooms and labs. Technology and Engineering Teacher, 28-29.