Abstract
The decreasing cost of 3D printers has made them more accessible to schools. Digital learning with the use of 3D printing can provide engaging and interactive experiences for students, pro-mote creativity and innovation, and help students develop problem-solving skills. However, despite the benefits, the use of 3D printing in schools is still limited. This paper explores the experiences and perspectives of teachers who have used 3D printers in their teaching to understand how the technology can become part of everyday practices and strengthen digital literacy. The article uses as an analytical framework the normalization process model (NPM) which focuses on factors that promote or inhibit routine embedding of technological interventions in existing work settings. The analysis reveals that the obstacles reported by teachers relate mostly to exogenous (organizing) factors. The findings contribute insights on how 3D printing can become part of everyday practices and of the overall school information infrastructure to facilitate learning and strengthen digital literacy from early student ages.
Recommended Citation
Dinopoulou, Vaya; Sehidou, Marina; Kotsialos, Apostolos; and Vassilakopoulou, Polyxeni, "Digital Learning and 3D Printing Integration in Schools: Analyzing Teachers' Experiences" (2023). MCIS 2023 Proceedings. 26.
https://aisel.aisnet.org/mcis2023/26