Impediments for Digital Fabrication in Education: a study of teachers’ role in digital fabrication

TY - JOUR

T1 - Impediments for Digital Fabrication in Education

T2 - a study of teachers’ role in digital fabrication

AU - Smith, Rachel Charlotte

AU - Iversen, Ole Sejer

AU - Veerasawmy, Rune

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Digital fabrication technologies are increasingly integrated across subjects in primary and secondary education. Focus on the potentials of these technologies has mainly been on the support to STEM oriented learning goals, while emphasis on teachers' roles with the new learning processes of technology and design is largely absent. The paper addresses the experiences and challenges that digital fabrication technology present for teachers in educational environments, and the impediments that are linked to the teachers' roles in design processes of digital fabrication. Based on a research study with eight primary and lower secondary teachers, the findings point to four central impediments for integrating digital fabrication and design into school environments. The findings extend current perceptions of digital technology in education towards exploratory processes of investigation in which the teachers' roles are fundamental.

AB - Digital fabrication technologies are increasingly integrated across subjects in primary and secondary education. Focus on the potentials of these technologies has mainly been on the support to STEM oriented learning goals, while emphasis on teachers' roles with the new learning processes of technology and design is largely absent. The paper addresses the experiences and challenges that digital fabrication technology present for teachers in educational environments, and the impediments that are linked to the teachers' roles in design processes of digital fabrication. Based on a research study with eight primary and lower secondary teachers, the findings point to four central impediments for integrating digital fabrication and design into school environments. The findings extend current perceptions of digital technology in education towards exploratory processes of investigation in which the teachers' roles are fundamental.

U2 - 10.4018/IJDLDC.2016010103

DO - 10.4018/IJDLDC.2016010103

M3 - Journal article

SN - 1947-3494

VL - 7

SP - 33

EP - 49

JO - International Journal of Digital Literacy and Digital Competence

JF - International Journal of Digital Literacy and Digital Competence

IS - 1

ER -