CITE Journal Volume 17, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This exploratory study examined 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.
Maloy, R., Trust, T., Kommers, S., Malinowski, A. & LaRoche, I. (2017). 3D Modeling and Printing in History/Social Studies Classrooms: Initial Lessons and Insights. Contemporary Issues in Technology and Teacher Education, 17(2), 229-249. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/173505/.
© 2017 Society for Information Technology & Teacher Education
- Barton, K.E., & Levstik, L.S. (2008). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
- Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York, NY: Teachers College Press.
- Costa, A.L., & Kallick, B. (2014). Reframing teaching and learning. Thousand Oaks, CA: Corwin Press.
- Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1890–1990. New York, NY: Teachers College Press.
- Cuban, L. (2008). Hugging the middle: How teachers teach in an era of testing and accountability. New York, NY: Teachers College Press.
- Cuban, L. (2016). Teaching history then and now: A story of stability and change. Cambridge, MA: Harvard Education Press.
- Dean, C.B., Hubbell, E.R., Pitlier, H., & Stone, B.J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
- Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.
- Doppelt, Y., Mehalik, M.M., Schunn, C.D., Silk, E., & Krysinski, D. (2008). Engagement and achievements: A case study of design-based learning in a science context. Journal of Technology Education, 19(2), 22–39.
- Fleming, L. (2015). Worlds of making: Best practices for establishing a makerspace for your school. Thousand Oaks, CA: Corwin.
- Franzen, C. (2013, November 12). MakerBot aims to put a 3D printer in every school, and wants you to help pay for it. The Verge. Retrieved from http://www.theverge.com/2013/ 11/12/5096918/makerbot-academy-aims-for-3d-printer-in-every-school
- Harel, I., & Papert, S. (1991). Constructionism: Research reports and essays, 19851990. Westport, CT: Praeger.
- Hartshorne, R., & Waring, S.M. (2015). Commentary: Revisiting “Guidelines for using technology to prepare social studies teachers.” Contemporary Issues in Technology and Teacher Education, 15, 201–208. Retrieved from http://www.citejournal.org/volume15/issue-2-15/social-studies/commentary-revisiting-guidelines-for-using-technology-to DASHDASH
- Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 K–12 edition. Austin, TX: The New Media Consortium.
- Kroski, E. (2013, March 12). A librarian’s guide to makerspaces: 16 resources. Retrieved from the Open Educational Database: http://oedb.org/ilibrarian/a-librarians-guide-tomakerspaces/
- Larson, B.E. (2017). Instructional strategies for middle and high school social studies: Methods, assessment and classroom management. New York, NY: Routledge.
- Loewen, J.W. (1999). Lies across America: What our historic sites get wrong. New York, NY: Simon& Schuster.
- Oropallo, W., & Piegl, L.A. (2016). Ten challenges in 3D printing. Engineering with Computers, 32, 135–148.
- Pressey, B. (2013). Comparative analysis of national teacher surveys. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop.
- Rebora, A. (2016, June 6). Teachers still struggling to use technology to transform instruction, survey says. Education Week. Retrieved from http://www.edweek.org/ew/articles/2016/06/09/teachers-still-struggling-to-use-tech-to.html?intc=EW-TC16TOC
- Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). London, England: Sage.
- Schaffhauser, D., & Nagel, D. (2016, September). Teaching with tech: A love (and hate) story. THE Journal, 43(5), 6–15.
- Swan, K.O., & Hofer, M. (2008). Technology and social studies. In L.S. Levstik & C.A. Tyson (Eds.), Handbook of research in social studies education (pp. 307–326). New York,
- Zemelman, S., Daniels, H., & Hyde, A. (2012). Best practice: Bringing standards to life in America’s classrooms (4th ed.). Portsmouth, NH: Heinemann. Contemporary Issues in Technology and Teacher Education is an online journal. All text, tables, and figures in the print version of this article are exact representations of the original. However, the original article may also include video and audio files, which can be accessed online at http://www.citejournal.org
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Marlo Steed, Faculty of Education, University of Lethbridge, Canada
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2391–2396
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.