Meaningfully Integrating Digital Fabrication in an Afterschool Program PROCEEDINGS
Shaunna Smith, University of Houston, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As new and engaging technologies emerge, the education community has an opportunity to investigate meaningful ways to use them in the classroom. Such opportunities can provide students with a chance to transition from the consumption of meaning to the creation of meaning (Eisenberg, 2011). Through the digital fabrication process, which involves using student-friendly software and hardware to make physical objects, educators take a Constructivist approach by presenting student-centered activities to allow students to engage in hands-on discovery learning. This case study follows one middle school teacher’s journey as she attempts to integrate the digital fabrication process to create pop-up books in an afterschool program with an English language arts focus. Over the course of the year-long study, she identifies effective instructional strategies to assist with the meaningful integration of the digital fabrication process. Implications for this study inform best practices for integrating the digital fabrication process in an educational setting.
Smith, S. (2012). Meaningfully Integrating Digital Fabrication in an Afterschool Program. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1075-1084). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2017 from https://www.learntechlib.org/p/39719/.
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