The application of digital fabrication technologies to the art and design curriculum in a teacher preparation program: a
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The application of digital fabrication technologies to the art and design curriculum in a teacher preparation program: a case study Min Jeong Song1 Accepted: 8 May 2019 © Springer Nature B.V. 2019
Abstract In recent 5 years, digital fabrication technologies have not only advanced rapidly but have also become more user-friendly and affordable, especially regarding their educational uses. Due to these technologies’ capability to link virtual and physical making, educators have extensively discussed their potential impact on fostering a learning-by-doing constructionist approach to science, technology, engineering, and mathematics at all levels of education. However, in K-12 art and design education, the uptake of digital fabrication technologies is lagging, and few studies have measured its potential benefits and how to equip preservice teachers with relevant knowledge and skills for technology-infused classrooms. This exploratory case study investigated how creative processes using digital fabrication technologies can benefit art and design education in the pre-service teacher program and K-12 education context. The data were collected via class observation, artifact analysis and questionnaire. The results showed that digital fabrication technologies had positive overall effects on preservice teachers’ learning in the following areas: problem-solving skills, accuracy in engineering, communicating ideas using effective visual presentation methods, collaborative learning, and understanding the implications of integrating technology into traditional art and design media and educational processes. Additionally, shortfalls were identified and suggestions made for further improvements for design education in teacher training programs. Keywords Digital fabrication technology · 3D modeling · 3D printing · Art and design education · Preservice teacher education · Learning by doing
Introduction The word “technology” refers to more than simply machinery and artifacts. Rather, technology is a social and cultural construct that concerns what people do with technologies, how knowledge is constructed and shared among people, and how technology * Min Jeong Song [email protected] 1
Department of Cultural and Creative Arts, The Education University of Hong Kong, B1‑1‑F07, 10 Loping Road, Tai Po, Hong Kong
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use is contextualized within certain social and cultural environments (Hansen and Froelich 1994). Digital technology in educational contexts has been much discussed, especially since the introduction of personal computers into classrooms in the 1980s and the advent of the Internet in the late 1990s (Cohen 1987; Cuban 1986; Cuban et al. 2001; Edwards 2012). Just as technologies advance, so too do opportunities to implement different and new technologies in classrooms. Digital fabrication technologies have become available for use in the K-12 classroom due to their improved accessibility and affordability. Educators and stakeholders have begun restructuring curricula to accommodate these tech
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