Capstone Log

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Trent Stapleton Kris McBride KSU, iTeach
Capstone Title:

Creating Authentic Learning Experiences From The Forgotten Media Center

You are not required to reflect after each entry. Reflections can address one or more
entries in the log.
Just delete the reflection row if you do not use it.

Date Activity/Amount of Time PSC/ISTE Standards

(Please total the time after the last entry.)
4/8/2018 Makerspace Research with METI and Admin team PSC 1.1, 1.2
Create Media Center tracker form. (2 hours) ISTE 1a, 1b, 1c

4/9, 4/16, Makerspace Research with METI and Admin team PSC 1.1, 1.2
4/23, 4/30 Weekly data analysis with METI – attendance and use ISTE 1a, 1b, 1c
of current space (8 hours)
4/13/2018 Makerspace Research with METI and Admin team PSC 1.1, 1.2
Visit to Centennial HS Media Center (2 hours) ISTE 1a, 1b, 1c
4/20/2018 Makerspace Research with METI and Admin Team PSC 1.1, 1.2
Visit to Manning Oaks ES Media Center (2 hours)_ ISTE 1a, 1b, 1c
Reflection: This was our initial dive in to what a transition to Makerspace could/should/would look like
for our school. This initial research included traditional research, searching through data and research that
would help support and sustain our goal of introducing Maker education into the media center. This initial
research also included visiting local schools that were already providing Makerspace opportunities for
their students.
This activity also included gathering usage data for the Media Center. Using a simple form to gather data,
students and teachers logged their activity in the Media Center during each visit. This provided us with the
base line data with which we hoped to compare our findings.

Total Time: 14 hours

4/27/2018 Makerspace preparation with full staff PSC 3.7, 5.1, 5.2
Create full staff survey with regards to Maker ISTE 3g, 4b, 5b
education experience and knowledge (2 hours)

5/8/2018 Makerspace Preparation with full staff PSC 3.7, 5.1, 5.2
With METI, analyze staff survey needs assessment ISTE 3f, 3g, 4b, 5b
survey. (2 hours)
5/16, 5/18, Makerspace Preparation with full staff PSC 3.7, 5.1, 5.2
5/20, 5/23 Project planning with METI and school admin. (1 hour ISTE 3f, 3g, 4b, 5b
per meeting)
5/24/2018 Makerspace Preparation with Full staff PSC 3.7, 5.1, 5.2
Create Microsoft Team for the Makerspace to share ISTE 4b, 5b
with the staff. (1 hour)
5/25/2018 Makerspace Preparation with full staff PSC 3.7, 5.1, 5.2
Develop plan for new space (construction/movement to ISTE 1a, 1b, 3f, 5b
take place over summer. (2 hours)
Reflection:
This portion of the capstone project allowed me to begin my personalization efforts for our new
Makerspace. Change is difficult for a lot of stakeholders within a school community, and that includes the
teachers. I wanted the teachers to feel comfortable in our new Makerspace. I did not want them to be
intimated by robotics, coding, and the many other tools and resources that seem so foreign to educators
that are not experienced with Maker education and technology.
Data from the survey indicated a general interest in Maker education but not much confidence in the skills
needed to manage Maker activities. This data led to the development of the earliest Maker activities that
were provided in our space and provided the blueprint for the professional development to prepare the
staff. Following our initial analysis of the data from the survey, we met twice for the next two weeks to
look at budget, space, time, and curriculum. This data allowed us to identify teacher leaders that we would
rely on during the professional development stages of the project. After all of the analysis and planning
with the METI and Admin team, I proposed a new layout for the Media Center and that proposal was sent
to the district as a construction request.
The final step with the project before the summer break was to complete the needs assessment with each
grade level. This took place during the final grade level meeting of the year for each grade level. During
this final grade level meeting, I shared the specific tools that we were planning on introducing during the
following school year in the Makerspace. This also included training on how to use the developing
Microsoft Team for the Makerspace. This resource was developed to share with teachers that were looking
to find connections between classroom content and Maker skills in the Makerspace. The Team would
allow them to collaborate with other teachers in the building and provide them a bank of resources that
would connect with the content standards in their classroom.

Total Time: 11 hours

8/2/2018 Staff Development PSC 2.1, 2.2, 2.6, 4.2, 6.1
Microsoft Teams trainings. (3 hours +1 hour planning) ISTE 2a, 2b, 2e, 2g, 4b, 4c, 6a,
Makerspace Resource training – design thinking (1
hour + 1 hour planning)
8/3/2018 Staff Development PSC 2.1, 2.2, 2.6, 4.2, 5.2, 6.1
Microsoft Teams trainings. (3 hours + 1 hour ISTE 2a, 2b, 2e, 2g, 4b, 4c, 6a,
planning)
Makerspace Resource training – CoPlanning Learning
(1 hour + 1 hour planning)
8/3/2018 Staff Development PSC 1.4, 2.1, 2.2, 5.2
th
Present Maker curriculum ties to 6 grade PLC (1.5 ISTE 1d, 2a, 2b, 2d, 5b
hour)
8/6/2018 Staff Development PSC 1.4, 2.1, 2.2, 5.2
Present Maker curriculum ties to 7th grade PLC (1.5 ISTE 1d, 2a, 2b, 2d, 5b
hour)
8/8/2018 Staff Development PSC 1.4, 2.1, 2.2, 5.2
Present Maker curriculum ties to 6th grade PLC (1.5 ISTE 1d, 2a, 2b, 2d, 5b
hour)
8/10/2018 Staff Development PSC 1.4, 2.1, 2.2, 5.2
Planning for Full staff Makerspace resource training ISTE 1d, 2a, 2b, 2d, 5b
(3 hours)
8/17/2018 Staff Development PSC 2.1, 2.2, 2.6, 4.2, 5.2, 6.1
Full staff Makerspace resource training (3 hours) ISTE 2a, 2b, 2e, 2g, 4b, 4c, 6a,
8/24/2018 Staff Development PSC 1.4, 2.1, 2.2, 5.2
Planning for Full staff Makerspace resource training ISTE 1d, 2a, 2b, 2d, 5b
(3 hours)
8/31/2018 Staff Development PSC 2.1, 2.2, 2.6, 4.2, 5.2, 6.1
Full staff Makerspace resource training (3 hours) ISTE 2a, 2b, 2e, 2g, 4b, 4c, 6a,
Reflection:
Prior to the school year I was able to train each teacher and each PLC on specific needs and resources for
their content and grade level. This included full staff development during pre-planning professional
development. This training consisted of trainings on specific resources that will be available in the
Makerspace (3D printing, Virtual Reality, Green Screen, and a “Tinker” station with various Maker
consumables) and Personalized Learning strategies that will develop rigorous and impactful experiences
for students and teachers in the space. Specifically, the staff was trained on the process of design thinking
that is necessary for a successful Makerspace, as well as a discussion on how to effectively CoPlan student
learning in the Makerspace and in the classroom.
Following the full staff sessions during the pre-planning professional development, I met with each PLC
in the school. This allowed me to provide specific examples of the activities and resources that the
Makerspace would provide to support their specific set of content standards.
It was during this time that I was approached by one of the school counselors and the project began to take
a turn in a different direction. It was becoming apparent that it was going to be difficult to convince many
teachers to bring their students out of their classroom and in to the Makerspace. Even before the school
year began, I was reminded of how difficult it can be to lead changes in a school building! The perception
of the Makerspace in the school was well received, however, it was still well below required district and
school required assessments. I was not sure if I was going to be able to see enough participation in the
Makerspace to defend it against the traditional use of the Media Center. At the request of the school
counselor, we scheduled the first Makerspace appointment for a small group of students that were
identified as “at-risk” by the administration team. It was this group of students that would ultimately lead
to a major shift in the way that the school approached Maker education, critical thinking, and assessment
preparation.
Despite the slow start to the Makerspace, each teacher received training on the tools and resources that
would be permanent fixtures in the Makerspace, including Green Screen, Virtual Reality stations, a
consumable center (cardboard, recyclables, etc.), and a 3D printing and design station.

Total Time: 28.5 hours

9/10/2018 Makerspace PSC 1.2, 2.7, 2.8, 5.3
Collect and analyze student data (2 hours) ISTE 1b, 2g, 4c
9/10/2018 Makerspace PSC
SSA Students – 6th and 7th grade (1.5 hour) ISTE
9/14/2018 Makerspace
SSA Students – 8th grade (1.5 hour)
9/12/2018 Makerspace – Reflection PSC 6.1, 6.2
Reflect and plan with Counselors for week in ISTE 6a, 6b, 6c
Makerspace (1 hour)
9/24/2018 Makerspace
SSA Students – 6th and 7th grade (1.5 hour)
9/28/2018 Makerspace
SSA Students – 8th grade (1.5 hour)
10/3/2018 Makerspace – Reflection PSC 6.1, 6.2
Reflect and plan with Counselors for week in ISTE 6a, 6b, 6c
Makerspace (1 hour)
10/15/2018 Makerspace
 SSA Students – 6th and 7th grade (1.5 hour)
10/19/2018 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 8th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
10/22/2018 Makerspace PSC 1.2, 2.7, 2.8, 5.3
Collect and analyze student data (2 hours) ISTE 1b, 2g, 4c
10/24/2018 Makerspace – Reflection PSC 6.1, 6.2
Reflect and plan with Counselors for week in ISTE 6a, 6b, 6c
Makerspace (1 hour)
10/29/2018 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 6th and 7th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
11/2/2018 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 8th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
11/7/2018 Makerspace – Reflection PSC 6.1, 6.2
Reflect with Counselors for week in Makerspace (1 ISTE 6a, 6b, 6c
hour)
11/12/2018 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 6th and 7th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
11/16/2018 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 8th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
11/16/2018 Makerspace – Reflection PSC 6.1, 6.2
Reflect with Counselors for week in Makerspace (1 ISTE 6a, 6b, 6c
hour)
11/26/2018 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 6th and 7th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
11/30/2018 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 8th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
12/5/2018 Makerspace – Reflection PSC 6.1, 6.2
Reflect with Counselors for week in Makerspace (1 ISTE 6a, 6b, 6c
hour)
1/21/2019 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 6th and 7th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
1/25/2019 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 8th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
1/30/2019 Makerspace – Reflection PSC 6.1, 6.2
Reflect with Counselors for week in Makerspace (1 ISTE 6a, 6b, 6c
hour)
2/4/2019 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 6th and 7th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
2/8/2019 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 8th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
2/11/2019 Makerspace PSC 1.2, 2.7, 2.8, 5.3
Collect and analyze student data (2 hours) ISTE 1b, 2g, 4c
2/13/2019 Makerspace – Reflection PSC 6.1, 6.2
Reflect with Counselors for week in Makerspace (1 ISTE 6a, 6b, 6c
hour)
3/4/2019 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 6th and 7th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
3/8/2019 Makerspace PSC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
SSA Students – 8th grade (1.5 hour) 3.1, 3.5, 3.7
ISTE 3a, 3b, 3d, 3f, 5b
3/13/2019 Makerspace – Reflection PSC 6.1, 6.2
Reflect with Counselors for week in Makerspace (1 ISTE 6a, 6b, 6c
hour)
4/1/2019 Makerspace PSC 1.2, 2.7, 2.8, 5.3
Collect and analyze student data (2 hours) ISTE 1b, 2g, 4c
Reflection:
This was the most exciting time during the capstone project. As I indicated earlier, I struggled to find
teachers that were willing to allocate time specifically to our new Makerspace. With all of the pressures
that are placed on teachers to prepare for mandated assessments, most teachers wanted to be sure that the
Makerspace was going to support their instruction. I will forever be grateful to the counseling staff for
contacting me about a group of students they were already working with. There were approximately 40
students in the school that worked specifically with the counseling department. They participated with
guest/motivational speakers, they addressed motivation and participation issues, and they focused on
finding ways to encourage students to get more out of their education. When asked specifically what these
students struggled with, the answer was always motivation and engagement.
I knew the Makerspace would be a great opportunity for these students to engage in something that
they were interested in. During our first few meetings, we discussed design thinking and growth mindset. I
wanted the students to feel comfortable with the failures that we were sure to encounter during our Maker
challenges. We quickly jumped in to a project that involved several different Maker resources and skills
(design thinking, collaboration, cardboard construction, wiring and programming). During our first
making even in the Makerspace, several teachers saw the students working through the windows and
walked into the Makerspace in disbelief that this group of students were working. Many expressed their
excitement that not only were the students working, but they were working together without any issues.
As we worked through this portion of the project, I met regularly with the counselors to help guide and
direct our Maker activities. By January, the majority of the students had started their own Maker project
that they were using as an assessment piece in one of their core classes.
This phase of the project was a reminder of the role of the instructional coach. I had to stay informed
with the classroom teachers to know what areas of content and which standards these students were
working with in their classes. I wanted to stay informed of the work taking place in classrooms to help
demonstrate how Maker Education can support classroom content. I also had to stay organized during this
portion of the project. As it happens in most scenarios with middle school students, there were days when
the Makerspace required extra guidance, and other days when students were engaged and excited about
their work. But again, as an instructional coach it is important to persevere in the work. There will be days
when everything works without any issues, and other days when everything that is touched falls apart.
Instructional coaching is the best way to demonstrate growth mindset, because it requires frequent failures
as we explore and try new things!
 Total Time: 44 hours

4/9- Findings PSC 1.4, 2.1, 2.2, 5.2

4/12/2019 Prepare impact report to share with administration ISTE 1d, 2a, 2b, 2d, 5b
and staff (8 hours)
4/15/2019 Findings PSC 1.4, 2.1, 2.2, 5.2
Share impact report with administration and staff (4 ISTE 1d, 2a, 2b, 2d, 5b
hours)
Reflection:
This final step of the project has been very interesting. The administration has been excited about the
work in the Makerspace throughout the year. Teachers have increased their interest in Maker education
and have requested Maker activities for their classroom. However, as the mandated district testing began,
talk about the Makerspace has died down. We have shut down the Media Center, including the
Makerspace, to accommodate testing during the month of April. The students are still able to continue to
work on their projects if they need to, but it has to be done before school. It has been frustrating to see the
progress that we were making towards implementing authentic learning opportunities through Maker
Education lose momentum because of the high stake testing.
As I presented the information to the administration and staff, it was well received. Administration has
continued to share their support and enthusiasm with the Makerspace. We have looked at possibilities for
the next school year to include greater Maker opportunities for all students. Teachers shared their interest
in bringing Maker into their classroom, with most teachers indicating that it is the increased engagement
that has them most excited about Maker Education.

Total Time: 8 hours

Total Hours: 105.5 hours

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this capstone.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian X X
Black X X
Hispanic X X
Native American/Alaskan Native
White X X
Multiracial X X
Subgroups:
Students with Disabilities X X
Limited English Proficiency X X
Eligible for Free/Reduced X X
Meals