ABSTRACT
Early proponents of the maker movement argued that the installation of maker-spaces in K-12 schools and public libraries would help democratize learning. By providing access to these technologies in a hands-on, non-traditional classroom environment, these youth makerspaces would promote the learning of 21st-century skills associated with both engineering and design practices: creativity, critical thinking, collaboration, and problem solving (Blikstein; Dougherty; Martinez and Stager; Torrone).
