How K–12 Teachers Design 3D-Making Lessons: New Educational Possibilities for K–12 Classroom Teaching

• In Event: Interplay of Advanced Computer Applications in Teaching and Learning

Abstract

As part of the maker movement, 3D printing technology has created new educational possibilities for K-12 classrooms and has received increasing attention in education. However, K-12 teachers struggle with tying 3D technology to their local curriculum needs. Taking a make-to-learn training approach, this study examined characteristics of the 3D model-based lessons that K-12 teachers designed for classroom teaching. Lessons plans and 3D models from 162 in-service K-12 teachers were analyzed. Results reveal that teachers adopted different ways to incorporate 3D modeling for classroom teaching, placed varied weight / values on learning outcomes for their 3D Model-based lessons, and adopted assorted strategies to facilitate maker-centered instruction. Implications for research and teacher professional development of 3D technology integration are discussed.

Authors

• Ye Chen, University of West Georgia

• Li Cao, University of West Georgia

• Yinning Zhang, University of West Georgia