3D printing is closely associated with the technical literacies of science, technology, engineering, and math (STEM). While the skills needed by teachers and students to master 3D printing is high, research on wider integration into curriculum is relatively un-researched. According to Kremser and Meier, 3D printing engages creative thinking, constructionist design, problem solving, spacial and visualization skills in addition to computer and programming competencies (2023). The 21st century skills are already in place, why not apply them to a larger group of learners?

One area of focus for the slow integration of technology into all classrooms is teacher perception of technology. Research by Kremser and Meier shows that attitudes toward technology, a teacher’s own technological literacy, pedagogical knowledge, and perceptions of effective integration affect the process of adoption (2023). Data from teachers shows that they recognize digital technologies, such as 3D printing, enhance engagement. Learners are also able to access this technology outside of school. This is an important factor for teachers to use the technology in class to support their curriculum. Students have the native technological receptors in place to support teacher learning with 3D technology. This aligns with moving away from teacher-centered pedagogy and engendering students as co-creators of their knowledge construction. With professional development and a partnership with students, the attitudes about self-efficacy with technology are no longer as large a barrier to integrating 3D printing into the classroom.

So, what can you expect? When you are not looking at the 3D printer as the star of the show, you can see it for the potential resources it can bring to the classroom. Physical models enhance the learning experience in science and math. In life sciences 3D models of organs and circulatory systems enhance student understanding. History and geography can print models, landscapes, and physical features for study. An example from a 2nd grade reading class printed a model of the Eiffel Tower to support a theme in a book they were reading (Cheek & Carter, 2021). There is also enormous potential for objects to support modifications and accommodations for the diversity of learners in the classroom. As active participants, adaptations to content, presentation, and assessment for learners becomes a powerful tool for differentiation.

A 3D printer has no constraint on creativity and potential. Between the content mastery of a trained teacher and the digital readiness of 21st-century learners, there needs only a few considerations for sustainability. For example, professional development on the topics of creative integration, technical support, and making links to the curriculum. It is more than integrating across disciplines, 3D printing is integrating new learning styles and teaching strategies to meet the needs of our future.

References:

Cheek, L., & Carter, V. (2021). STEM integration through 3D printing and modeling. The Elementary STEM Journal, 1–9. https://www.uastem.com/wp-content/uploads/2022/02/STEM-Integration-Through-3D-Printing-and-Modeling.pdf

Meier, M., & Thyssen, C. (2023). 3D Printing as an element of teaching—perceptions, and perspectives of teachers at German schools. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1233337