You are here:

Development of the TPACK-Based Curriculum with 3D Printer for Pre-service Teachers
PROCEEDING

, , , Dept. of Computer education. Korea National University of Education., Korea (South)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this paper is to describe the development of TPACK-based curriculum on 3D printer use for preservice teachers. TPACK theory, 3D printing in education, and the ADDIE model of instructional design are explained. A TPACK-based curriculum for instructing preservice teachers on 3D printers and their use in educational settings is then outlined. The TPACK-based curriculum is structured to be delivered in five phases. The efficacy of the curriculum will be tested in a future study.

Citation

Yi, S., Park, H. & Lee, Y. (2016). Development of the TPACK-Based Curriculum with 3D Printer for Pre-service Teachers. In Proceedings of E-Learn: World Conference on E-Learning (pp. 522-526). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

Keywords

View References & Citations Map

References

  1. Branch, R. (2009). Instructional Design: the ADDIE approach. (pp.9) Kindle Edition.
  2. Byeon, M., Jo, J., & Jo, M. (2015). The Analysis of Learner’s Motivation and Satisfaction with 3D Printing in Science Classroom. Journal of the Korean Associaton for science education, 25(5) (pp.877-884). Korea,
  3. Jeong, G. (2014). The product design in the study on the application of 3D printing. Research Bulletin of Package Culture Design, 39(pp.1-11). Korea, Republic of.
  4. KERIS. (2014). A study on understanding about 3D printer and educational application plan. Korea Education& Research Information Service. Korea, Republic of.
  5. Lee, Y., Kim, H. (2015). The Effects of an Invention Education Program Using 3D Design and 3D Printers on Elementary School Students' Creativity. The Journal of Practical Arts Education Research, 21(3)(pp.39-54).
  6. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108(6) (pp. 1017-1054).
  7. Molenda, M., Persing, J., & Reigeluth, C. (1996). Designing instructional systems. In R. Craig (Ed), Training and development handbook(4th ed) (pp. 266-293). New York: Mcgraw-Hill.
  8. Park, M. (2015). 3D Printer, the Changes in Art and Art Education. Art Education Research Review, 29(3) (pp.77-98). Korea, Republic of.
  9. Park, Y., Glenn, J., Gorden, T., Florescu, E. (2013). State of the Future 2040(pp.286). Kyobo Books Press: Korea, Republic of.
  10. Seels, B., & Richeym, R. (1994). Instructional technology: The definition and domain of the field. Washington, DC: Association for Educational Communications and Technology.
  11. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2) (pp. 4-11).
  12. Shulman, L. (1987). Knowledge and teaching: Foundation of the new reform. Harvard educational review 57 (pp. 1-22).
  13. So, Y. (2013). Analysis of the Structural Relations between TPACK(Technology, Pedagogy and Content Knowledge), Teaching Efficacy, and Perceived Teaching Professionalism in Primary School Teachers. Asian Journal of education 14(4) (pp.125-147). Korea, Republic of.
  14. Stolovich, H., & Keeps, E. (1992). Handbook of human performance technology. San Francisco: Josseybass..
  15. Branch, R. (2009). Instructional Design: the ADDIE approach. P. 9. Kindle Edition.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.