Tools for Learning and Living

The applications for 3D printing seem to be endless. I can imagine that in the not-so-distant future, I will be printing replacement parts for my espresso machine or accessories for my iPhone in my very own home. The future is already here in many ways, but we're still waiting for the tipping point that will bring this nascent technology to the mainstream consumer.

Last year, I had my first introduction to 3D printing. The technology blew me away, but I struggled to understand the application in our program. I sometimes wonder whether we need to teach the 'how' of 3D printing to students. Will this be essential, must-know knowledge for them? Or will the technology be made so simple and user-frienldy that the how is rendered somewhat meaningless. I think of how my near two year old interacts with an iPad intuitively. He has no clue about programming or industrial design. I also wonder learning with and about 3D printing and other emerging technologies should be reserved for a select few as an elective. Maybe those who take a particular interest in these areas.

Then i witness teachers in my school who have a vision for the technology. Teachers who see the technology as a tool for students experiencing something bigger. The 3D printing aspect is engaging and gets students excited, but it can bring their learning about science, history, literature, math to life in new and creative ways.

Last year, we ran a program called Hands-on-History at TLA. Our students loved this program because it brought the learning of social studies to life in the elementary years. Students built impressive life-like scale dioramas of historical settings and geographical landscapes. Students were immersed into the times and places in history as required by the curriculum. The program leaders decided that they wanted to take the personalization of this program to a whole new level. This included the purchase of a 3D printer and 3D scanner. Their goal was to have students dress is full historical costume, scan the student and then 3D print a miniaturized model of the student to be place into the dioramas they had built.

We experienced multiple technical difficulties, including a 3D printer that caught fire. Teachers experimented with a lot of this technology for the first time with what seemed like endless frustrations and rising costs. The end product was not perfect (as can be seen in the photo) and I still question the drain of time, energy and money. At first my fear was that we were continually disappointing the students with all the setbacks, but my mindset changed and instead we were ver transparent with them about the challenges. This brought them into the process, and they very much invested in the successes and failures.

But, the experience gave me a glimpse into where 3D printing can be used to enhance student engagement and as an effective instructional tool. There are a few factors that are important for the implementation of an emergent technology into the classroom.

1. Find an enthusiastic and engaged teacher(s) who will push the project forward.

2. Expect the unexpected and approach the process with a growth mindset.

3. Be prepared for added costs.

4. Research and network to seek advice from others in the field. Read product reviews and join online communities.

5. Engage students in this 'pilot' project / experiment