A Case Study of Preparing Emirati Pre-Service Teachers to Integrate 3D Printing into Teaching and Learning

Dean Cairns, Nagla Ali

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Research findings reveal that teachers lack adequate preparation to integrate 3D printing technology into their classrooms. The primary objective of this study is to investigate the perception of the instructors and Emirati pre- service teachers on the integration of 3D printing into teaching and learning. The study also aims to identify issues and challenges faced during the implementation process, and proposing some fundamental recommendations to overcome these issues and challenges. This study implemented a pedagogical model in preparing the Emirati pre-service teachers through the merging of 3D print-ing in an integrated unit plan. The participants of the study were four Emirati pre-service teachers and two instructors who were involved in the integration of 3D printing process. Individual semi-structured interviews were conducted to collect the data. The results revealed that the Emirati pre-service teachers enjoyed the experience and they appreciated the pedagogy used to integrate 3D printing into teaching and learning. The findings, on the other hand, indicated that the pre-service teachers learned various knowledge and skills and they showed a strong intention to integrate 3D printing in their classrooms in the future. In addition, Emirati pre-service teachers and their instructors faced some challenges during the integration process such as time, lack of technical knowledge and skills, and inadequate training. The participants strongly recommended the integration of 3D printing in preparing future teachers and suggested different approaches to achieving this integration.
Original languageEnglish
Title of host publicationIntegrating 3D Printing into Teaching and Learning
Subtitle of host publicationPractitioners' Perspectives
EditorsNagla Ali, Myint Swe Khine
PublisherBrill
Chapter12
Pages228-247
Number of pages20
Volume13
ISBN (Electronic)978-90-04-41513-3
ISBN (Print)978-90-04-39932-7, 978-90-04-41100-5
DOIs
Publication statusPublished - 13 Feb 2020

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