Teachers as Makers: How K-12 Teachers Design 3D Making Lessons for Classroom Teaching

Autor/inn/en	Chen, Ye; Cao, Li; Zhang, Yinning
Titel	Teachers as Makers: How K-12 Teachers Design 3D Making Lessons for Classroom Teaching
Quelle	In: Education and Information Technologies, 28 (2023) 6, S.6947-6975 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Ye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11475-w
Schlagwörter	Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Educational Technology; Computer Peripherals; Printing; Technology Uses in Education; Technology Integration; Professional Development; Instructional Development + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Buchdruck; Drucken; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching improvement; Unterrichtsentwicklung
Abstract	As part of the maker movement, 3D printing technology has received considerable attention in education. Although this technology has become increasingly available in schools, K-12 teachers often struggle with integrating 3D technology into classroom teaching and learning. Professional development support is needed to help teachers develop the unique technological pedagogical knowledge and skillset in designing and implementing maker-centered instruction. 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. Data included the 3D models and lesson plans of 162 in-service K-12 teachers. Results of the quantitative and qualitative data analyses show that the teachers adopted various ways to incorporate 3D models/modeling in classroom teaching, aimed for different learning outcomes with the 3D model-based lessons, and selected diverse strategies to facilitate maker-centered instruction and learning. Implications for research and professional development of integrating 3D technology in K-12 schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01