3D Modeling and Printing in History/Social Studies Classrooms: Initial Lessons and Insights

Autor/inn/en	Maloy, Robert; Trust, Torrey; Kommers, Suzan; Malinowski, Allison; LaRoche, Irene
Titel	3D Modeling and Printing in History/Social Studies Classrooms: Initial Lessons and Insights
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 17 (2017) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	History Instruction; Social Studies; Teacher Attitudes; Student Attitudes; Course Content; Computer Software; Technology Integration; Educational Technology; Middle School Teachers; Program Descriptions; Teaching Methods; Printing; Water; Conservation Education; Games; Voting; American Indians; Housing; Conservation (Environment); Case Studies; Workshops; Focus Groups; Observation; Preservice Teachers + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Gemeinschaftskunde; Lehrerverhalten; Schülerverhalten; Kursprogramm; Unterrichtsmedien; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Buchdruck; Drucken; Wasser; Game; Spiel; Spiele; Abstimmung; American Indian; Indianer; Unterkunft; Conservation; Environment; Konservierung; Bewahung; Umwelt; Case study; Fallstudie; Case Study; Lernwerkstatt; Schulung; Beobachtung
Abstract	This exploratory study examines the use of 3D technology by teachers and students in four middle school history/social studies classrooms. As part of a university-developed 3D Printing 4 Teaching & Learning project, teachers integrated 3D modeling and printing into curriculum topics in world geography, U.S. history, and government/civics. Multiple sets of data were collected documenting classroom implementation of 3D technology. Seven key insights emerged: Teachers and students initially found it challenging to imagine ways to use 3D printed physical objects to represent social science concepts; students found 3D printing projects were a positive, self-fulfilling way to show their ideas about history topics; teachers and students found the 3D modeling program difficult to use; 3D modeling and printing altered the teacher-as-expert/student-as-novice relationship; 3D modeling and printing changed how teaching and learning happened in history/social studies classrooms; partnering with content and technical experts was an important element of success; and some teachers shifted their thinking about the value of using 3D printing in history/social studies classes. These insights can help facilitate the integration of 3D technologies in history/social studies classrooms. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01