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Makerspaces and 3D Printing: A Learning-by-Doing Professional Development Model for Preservice and Inservice Teachers

Makerspaces and 3D Printing: A Learning-by-Doing Professional Development Model for Preservice and Inservice Teachers

Torrey Trust, Robert Maloy, Sharon Edwards
Copyright: © 2022 |Pages: 19
ISBN13: 9781668462959|ISBN10: 1668462958|EISBN13: 9781668462966
DOI: 10.4018/978-1-6684-6295-9.ch033
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MLA

Trust, Torrey, et al. "Makerspaces and 3D Printing: A Learning-by-Doing Professional Development Model for Preservice and Inservice Teachers." Research Anthology on Makerspaces and 3D Printing in Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 662-680. https://doi.org/10.4018/978-1-6684-6295-9.ch033

APA

Trust, T., Maloy, R., & Edwards, S. (2022). Makerspaces and 3D Printing: A Learning-by-Doing Professional Development Model for Preservice and Inservice Teachers. In I. Management Association (Ed.), Research Anthology on Makerspaces and 3D Printing in Education (pp. 662-680). IGI Global. https://doi.org/10.4018/978-1-6684-6295-9.ch033

Chicago

Trust, Torrey, Robert Maloy, and Sharon Edwards. "Makerspaces and 3D Printing: A Learning-by-Doing Professional Development Model for Preservice and Inservice Teachers." In Research Anthology on Makerspaces and 3D Printing in Education, edited by Information Resources Management Association, 662-680. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-6295-9.ch033

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Abstract

This chapter presents a professional development model for introducing preservice and inservice teachers to makerspaces and 3D printing. The model is based on a 3D Printing 4 Teaching & Learning project, a school/university partnership focused on maker and 3D learning. In the project, 13 inservice teachers were paired with 10 preservice teacher candidates and charged with integrating hands-on physical makerspaces and 3D modeling and printing activities into existing elementary, middle, or high school curricula. Two day-long workshops introduced participants to makerspace experiences. Teachers then completed projects with students organized around history/social studies or science/mathematics topics. Three primary recommendations emerged for integrating maker-based and 3D technologies into preservice and inservice teacher learning: 1) a growth-in-practice model, 2) preservice/inservice teams, 3) multiple approaches to the adoption of new technologies.

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