My Reflection

For my Maker Challenge Montage, I chose to bring together my learning through something I am passionate about: music. Rather than creating a traditional slideshow, I wrote a song that reflects my experiences throughout our ADST classes and paired it with pictures documenting the different activities, challenges, and moments from our weeks together. I wanted the montage to be a creative way to tell the story of my learning while showing how much can be explored through making, experimenting, and trying something new. I used Suno (2025) to help bring my song to life, which was another opportunity to explore how technology can support creativity and expression.

One of my biggest takeaways from this course was realizing that making is about much more than creating a finished product. It is about the process, the ideas behind what we are creating, and the willingness to experiment along the way. Throughout the different challenges, I had opportunities to step outside my comfort zone, explore unfamiliar tools and technologies, and think about problems in different ways. There were moments when I had to figure things out as I went, adjust my thinking, and try different approaches. These experiences reminded me that learning does not always happen in a straight line. Sometimes the most valuable learning happens when something does not work the way we expected.

This connects to Papert’s (2000) discussion of idea power and the importance of giving learners opportunities to engage with meaningful ideas. Papert encourages educators to move beyond simply teaching skills and facts and instead create opportunities for students to explore ideas, make connections, and develop their own understanding. This is something I experienced throughout our ADST classes. The activities gave me opportunities to learn by doing rather than simply being told how something worked. As a future teacher, I want to create similar opportunities where students can take an idea and turn it into something they can see, touch, experiment with, and share.

Another important connection I made was around inclusion and accessibility in makerspaces. Kye (2020) highlights that makerspaces are not automatically welcoming or equitable for everyone. Educators need to intentionally consider whose experiences, cultures, interests, and perspectives are represented and who has opportunities to participate. This made me think about the kind of learning environment I want to create in my future classroom. I want students to feel that they belong, that their ideas are valued, and that there is more than one way to participate or demonstrate their learning. A makerspace should not be about everyone creating the same thing or having the same skills. It should be a place where students can bring their own strengths, interests, and creativity.

Peleg and Levy (2024) also made me think about the important relationship between the teacher, the students, and the technology or materials being used. Their research explores how the teacher’s role, the design of the makerspace, and the available tools influence children’s experiences. One thing I take away from this is that teachers do not need to have all the answers or be experts in every tool. Instead, we need to provide guidance, support, and opportunities for students to explore. I want to become the kind of teacher who is willing to learn alongside my students, ask questions, encourage experimentation, and allow students the freedom to take their learning in different directions.

My biggest Ah-ha! moment actually came while I was putting my montage together. Technology has always been a bit of a challenge for me because I did not grow up using it in school to the extent that students do today. I was comfortable writing the song and creating the musical part of my montage, but I became frustrated when I tried to get the lyrics to stay on the screen as the song played. I tried different things, Googled solutions, and even used ChatGPT to try to figure out what I was doing wrong. However, the suggestions I found were not addressing the actual problem. Eventually, I asked my instructor for help, and within a few minutes, he showed me an editing feature that I did not even know existed. It was such a simple solution once I knew where to look! This experience reminded me that having a growth mindset does not mean we never get frustrated or need help. It means being willing to keep trying, recognize when we need support, and learn from the experience. It also reminded me that sometimes having someone physically beside you to demonstrate something can make all the difference. As a future teacher, I want to remember this experience when my own students are struggling. Sometimes they do not need another set of instructions; they need someone to sit beside them, understand what they are experiencing, and help them work through it.

The big idea I will take with me into my future teaching practice is that the process of creating is just as important as the final product. I want my classroom to be a place where students feel comfortable taking risks, making mistakes, asking questions, collaborating, and trying again. I am excited to use maker projects as part of my future Practicum.

I do not want students to feel that there is only one right answer or one correct way to complete a challenge. I want them to understand that their ideas have value and that learning often comes from the process of figuring things out.

Looking back through the pictures in my montage and hearing the song I wrote, I can see more than just a collection of ADST activities. I see a collection of experiences, ideas, challenges, and opportunities to grow. I also see my cohort where the last 4 years  have shared laughs and tears, triumphs and challenges. Most importantly, I am leaving this course with a better understanding of how I can bring creativity, curiosity, collaboration, and meaningful making into my own classroom,

References