TLC Lab - 3D printing as an educational technology: theoretical

Journal article

H.A. Pearson, A.K. Dubé
Education and Information Technologies, 2022, pp. 1-28

Cite

APA Click to copy
Pearson, H. A., & Dubé, A. K. (2022). 3D printing as an educational technology: theoretical perspectives, learning outcomes, and recommendations for practice. Education and Information Technologies, 1–28.

Chicago/Turabian Click to copy
Pearson, H.A., and A.K. Dubé. “3D Printing as an Educational Technology: Theoretical Perspectives, Learning Outcomes, and Recommendations for Practice.” Education and Information Technologies (2022): 1–28.

MLA Click to copy
Pearson, H. A., and A. K. Dubé. “3D Printing as an Educational Technology: Theoretical Perspectives, Learning Outcomes, and Recommendations for Practice.” Education and Information Technologies, 2022, pp. 1–28.

BibTeX Click to copy

@article{h2022a,
  title = {3D printing as an educational technology: theoretical perspectives, learning outcomes, and recommendations for practice},
  year = {2022},
  journal = {Education and Information Technologies},
  pages = {1-28},
  author = {Pearson, H.A. and Dubé, A.K.}
}

3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing studies are analyzed to identify the dominant theoretical approaches and learning outcomes associated with 3D printing in education. Five theories are identified, including situated learning (Lave & Wenger, 1991), experiential learning (Kolb & Kolb Academy of Management Learning & Education, 4, 193- 212, Kolb & Kolb, 2005), and critical making (Ratto in The Information Society, 27, 252-260, 2011), but concepts from constructionism (Papert & Harel Constructionism, 36, 1-11, 1991) and selfdirected learning (Garrison Adult Education Quarterly, 48, 18-33, 1997; Knowles, 1975) are common amongst all approaches. Learning outcomes attributed to 3D printing include critical thinking, creativity, design thinking, and collaboration (Trust et al., 2018; Trust & Maloy Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 34, 253-266, 2017), with proponents arguing that the domain general outcomes go beyond knowing simply how to use a 3D printer. Given the identified, theoretical approaches, outcomes, and common barriers to use, recommendations are made for how educators approach and implement 3D printing in the classroom.