3D Printing as an Educational Technology: Theoretical Perspectives, Learning Outcomes, and Recommendations for Practice

Autor/inn/en	Pearson, Heather Ann; Dubé, Adam Kenneth
Titel	3D Printing as an Educational Technology: Theoretical Perspectives, Learning Outcomes, and Recommendations for Practice
Quelle	In: Education and Information Technologies, 27 (2022) 3, S.3037-3064 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dubé, Adam Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10733-7
Schlagwörter	Computer Peripherals; Printing; Educational Technology; Situated Learning; Experiential Learning; Constructivism (Learning); Independent Study; Critical Thinking; Creativity; Design; Cooperative Learning; Outcomes of Education; Program Implementation + Suchen Sie Ihr Suchwort? Buchdruck; Drucken; Unterrichtsmedien; Experiental learning; Erfahrungsorientiertes Lernen; Selbststudium; Kritisches Denken; Kreativität; Kooperatives Lernen; Lernleistung; Schulerfolg
Abstract	3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing studies are analyzed to identify the dominant theoretical approaches and learning outcomes associated with 3D printing in education. Five theories are identified, including situated learning (Lave & Wenger, 1991), experiential learning (Kolb & Kolb "Academy of Management Learning & Education," "4," 193- 212, Kolb & Kolb, 2005), and critical making (Ratto in "The Information Society," "27", 252-260, 2011), but concepts from constructionism (Papert & Harel "Constructionism," "36," 1-11, 1991) and self-directed learning (Garrison "Adult Education Quarterly," "48", 18-33, 1997; Knowles, 1975) are common amongst all approaches. Learning outcomes attributed to 3D printing include critical thinking, creativity, design thinking, and collaboration (Trust et al., 2018; Trust & Maloy "Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research," "34", 253-266, 2017), with proponents arguing that the domain general outcomes go beyond knowing simply how to use a 3D printer. Given the identified, theoretical approaches, outcomes, and common barriers to use, recommendations are made for how educators approach and implement 3D printing in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01