A recent article on nprED voices three concerns about the future of the trending "Maker Movement" that many schools are encouraging. It could "go by the wayside and become an after-school program (or just another fad that fizzles out)," or it could be incorporated into the curriculum and become overly controlled and boring. Also, it could become available mainly to more affluent schools and districts that can afford high-tech 3-d printers and other expensive tools.
According to resource #1 in this collection, this school's approach to Maker Education is getting it right. On their "Creativity Lab's" homepage, they state that their goal is to give people from "all walks of life" opportunities to design.
The bad news is that you will have to purchase this article from the Harvard Educational Review. For a deeper and more critical take on this issue, it might be worth it. Researchers argue that we should critically examine cultural and political aspects of "making," rather than jumping on the bandwagon without carefully reflecting. The overall concern of the researchers is access for "working class students and students of color."
The Teched Up Teacher blogger claims that maker spaces In schools are doomed because they are just another fad, and also far too expensive to maintain. However, she believes that the true principles of the maker movement can, and should be woven into every class and curriculum as a part of student-centered learning.
Teacher Patrick Waters from the Monarch School in Texas (which educates students with neurological differences) explains that students with ADHD, Autism, and other neurological differences bring gifts to the makerspace. We should examine our teaching practice and classroom environment to make sure those students, also, benefit from maker education and tinkering.