Three-dimensional (3D) printers are now commonplace in both primary and secondary schools within Australia. As with most new technologies they present a range of challenges to users in terms of technical problems and support, and how to integrate their use into the curriculum in a meaningful way. This research reports on data from a small number of Victorian primary schools from urban and regional areas. A case study methodology has been used to examine how each setting has approached the use of these printers and includes a review of the literature concerning the uptake of new technologies by non-experts. Data include interview transcripts from teachers, principals and technicians and photographic artefacts of 3D printed objects. Teachers reflected on their reasoning behind lesson plans and their aspirations for future use of 3D printers in the classroom. Some of the issues identified were teacher confidence, time to ‘play’ with and become familiar with 3D printers; and technical challenges that arose such as the time taken to print an object and clogging of printer extruders (heads). Recommendations are made concerning possible ways forward.
History
Pagination
120-126
Location
Adelaide, South Australia
Start date
2016-12-01
End date
2016-12-03
ISBN-13
9780994202727
Language
eng
Publication classification
E Conference publication, E1 Full written paper - refereed
Copyright notice
2016, Design & Technology Association of Australia and The Authors
Editor/Contributor(s)
Middleton H
Title of proceedings
TERC 2016: Proceedings of the 9th Biennial International Conference on Technology Education Research : Creating Contexts for Learning in Technology in Education
Event
Technology Education Research. International Conference (9th : 2016 : Adelaide, South Australia)
Publisher
Design & Technology Teachers Association of Australia