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The emergence of 3D printing has raised hopes and concerns about how it can be used effectively as an educational technology in school classrooms. This paper presents the results of a survey asking teachers from multiple grade levels and subject fields about the impact of 3D projects on student learning. Teachers were asked about the kinds of 3D projects they were doing with students and what skills or knowledge students were developing by participating in those projects. Participants reported that their students developed a number of skills while working on 3D printing projects, including 3D modeling, creativity, technology literacy, problem-solving, self-directed learning, critical thinking, and perseverance. Parallels between teacher-identified skills and widely cited lists of 21st-century skills suggest that 3D projects are a promising approach to preparing students for life and work in a digital age. 相似文献
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Many educators in the 21st century utilize social media platforms to enrich professional learning networks (PLNs). PLNs are uniquely personalized networks that can support participatory and continuous learning. Social media services can mediate professional engagements with a wide variety of people, spaces and tools that might not otherwise be available. Teachers who once might have had access to only a handful of colleagues can now employ Facebook, Twitter and other mediums to learn from peers across the globe at any time. However, educators face numerous challenges building and enhancing their PLNs for professional growth. To support educators in the development of their PLNs, we present a framework for PLN enrichment. Rooted in our research and experiences with PLNs, this flexible framework is designed to help educators reflect upon how they might continuously improve their PLN experiences and outcomes. 相似文献
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Torrey Trust 《Journal of Research on Technology in Education》2017,49(1-2):16-30
Educators around the world participate in virtual communities, social media sites, and online networks in order to gain support and ideas for improving their practice. Many researchers have explored how and why teachers participate in these online spaces; however, there is limited research on how participation might impact teaching and learning. This study was designed to examine how K–12 teachers' participation in the Edmodo math subject community, an informal online space for educators, shaped their learning and practice. Data were collected through an online survey of 150 participants and in-depth, follow-up interviews with 10 participants. Three themes emerged from the participants' responses: motivation, empowerment, and innovation. The participants were motivated to spend time learning how to improve their practice, they felt empowered to make changes to their practice, and they believed they were able to adopt innovative, student-centered practices. Implications and ideas for further research are discussed. 相似文献
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Torrey Trust 《Journal of Research on Technology in Education》2016,48(4):290-305
While many researchers have examined teacher participation and professional development in online networks and communities, few have looked at the factors and contexts that shape how teachers learn in these online spaces. Examining teachers' learning processes within these online spaces can yield important insights for scholars, school leaders, and teacher educators who are interested in designing online networks and communities or supporting teacher professional development within these spaces. This study was designed to shed light on the multifaceted nature of teacher learning within an online network environment. Data were collected through an online survey and in-depth interviews of members in the Edmodo math subject community. A thematic analysis was conducted across the two data sets in order to identify patterns of actions and factors that shaped the participants' learning processes. A new model of teacher learning was developed to display teacher learning as an iterative, multistep process that is socially constructed, distributed, and situated in the contexts in which teachers work. Implications and ideas for further research are discussed. 相似文献
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As higher education institutions seek to prepare an increasingly diverse population of students for a rapidly changing future, makerspaces offer a pedagogical approach for engaging all learners in active thinking and hands-on learning while promoting creativity, problem solving, and collaboration skills. In this paper, we discuss ways to integrate makerspaces and maker-centered learning within undergraduate and graduate college courses that reach students from majors ranging across the college and university curriculum. We highlight four courses, each taken by students at different points within their academic programs of study: a) digital media production & 3D modeling in a first-year seminar, b) poetry writing and 3D modeling and printing in a flipped learning course, c) wiki page building workshops for future teachers, and d) learning, media, and technology undergraduate/graduate courses. Makerspace experiences are ongoing features of each course, but not in the same ways, offering models that faculty can use in adapting their courses to include more active and applied learning for students. 相似文献
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Journal of Educational Change - While prior research suggests that many educators turn to social media to grow and enhance professional learning networks (PLNs) that extend beyond their schools,... 相似文献
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