Re-Educating the Educators: Collaborative 3D Printing Education

Novak, JI

Re-Educating the Educators: Collaborative 3D Printing Education

Novak, JI

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Publisher:: IGI Global
Publication Type:: Chapter
Citation:: Interdisciplinary and International Perspectives on 3D Printing in Education, 2019, pp. 28 - 49
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Novak, JI https://orcid.org/0000-0003-4082-4322	en_US
dc.contributor.editor	Santos, IM	en_US
dc.contributor.editor	Ali, N	en_US
dc.contributor.editor	Areepattamannil, S	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Interdisciplinary and International Perspectives on 3D Printing in Education, 2019, pp. 28 - 49	en_US
dc.identifier.isbn	1522570187	en_US
dc.identifier.isbn	9781522570189	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128557
dc.description.abstract	Given the rapid integration of 3D printing into schools and universities, educators must equip themselves with new skills, class structures, procedures, and thinking, many of which may be challenging for teachers with non-technical expertise. Training in 3D printing and computer-aided design traditionally requires extended instruction and experience, which is unlikely to be practical for school teachers. This chapter explores how effective up-skilling can occur through one-day professional development workshops, where educators from all areas of teaching work together during intensive hands-on sessions to understand the foundational principles of 3D printing, become aware of the opportunities and limitations, and develop strategies together for implementing it into their curriculums. Through examination of the literature around 3D printing adoption in Australian schools, and an analysis of peer-reviewed research into short-format professional development, this chapter will help inform researchers, teachers, and those developing higher-level curriculum directives around 3D printing in schools.	en_US
dc.publisher	IGI Global	en_US
dc.relation.ispartof	Interdisciplinary and International Perspectives on 3D Printing in Education	en_US
dc.relation.isbasedon	10.4018/978-1-5225-7018-9.ch002	en_US
dc.title	Re-Educating the Educators: Collaborative 3D Printing Education	en_US
dc.type	Chapter
utslib.location	Hershey, PA, USA	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Hershey, PA, USA	en_US
pubs.publication-status	Published	en_US

Abstract:

Given the rapid integration of 3D printing into schools and universities, educators must equip themselves with new skills, class structures, procedures, and thinking, many of which may be challenging for teachers with non-technical expertise. Training in 3D printing and computer-aided design traditionally requires extended instruction and experience, which is unlikely to be practical for school teachers. This chapter explores how effective up-skilling can occur through one-day professional development workshops, where educators from all areas of teaching work together during intensive hands-on sessions to understand the foundational principles of 3D printing, become aware of the opportunities and limitations, and develop strategies together for implementing it into their curriculums. Through examination of the literature around 3D printing adoption in Australian schools, and an analysis of peer-reviewed research into short-format professional development, this chapter will help inform researchers, teachers, and those developing higher-level curriculum directives around 3D printing in schools.

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http://hdl.handle.net/10453/128557