At this summer's Scratch Conference a recurring theme came up in many conversations and presentations, what does it mean to tinker? There was some debate as to whether tinkering always leads to anything tangible or if tinkering itself is what is important.
Here are some notes and thoughts from some of the conversations.
Mitch Resnick defines tinkering as "bottom-up, iterative, experimental, concrete, and object-oriented."
Adults defining tinkering, how do students define it?
Do we pay too much attention to outcomes with our students?
Does it have to always be about the finished product?
If a project is never completed is it a bad project?
Creating a space with freedom and away from the constrictions of the curriculum and the classroom.
These are also the thoughts that I have had when I decided that I needed to create a MakerSpace for my students this fall.
Mitch Resnick defines tinkering as "bottom-up, iterative, experimental, concrete, and object-oriented."
Adults defining tinkering, how do students define it?
Do we pay too much attention to outcomes with our students?
Does it have to always be about the finished product?
If a project is never completed is it a bad project?
Creating a space with freedom and away from the constrictions of the curriculum and the classroom.
These are also the thoughts that I have had when I decided that I needed to create a MakerSpace for my students this fall.
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