Volume Editors: Nagla Ali and Myint Swe Khine
Three dimensional or 3D printing technology is a process of making three dimensional solid objects from a digital file. Currently, low cost and affordable 3D printers enable teachers, schools, and higher education institutions to make 3D printing a part of the curriculum. Integrating 3D printing into the curriculum provides an opportunity for students to collaboratively discuss, design, and create 3D objects. The literature reveals that there are numerous advantages of integrating 3D printing into teaching and learning. Educators recommend that 3D printing should be introduced to the students at a young age to teach STEM concepts, develop creativity and engage in team work – essential skills for the 21st century work force.

This edited volume documents recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. It unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.

Contributors are: Waleed K. Ahmed, Issah M. Alhamad, Hayder Z. Ali, Nagla Ali, Hamad AlJassmi,Jason Beach, Jennifer Buckingham, Michael Buckingham, Dean Cairns, Manisha Dayal, Muhammet Demirbilek, Yujiro Fujiwara, Anneliese Hulme, Myint Swe Khine, Lee Kenneth Jones, Jennifer Loy, Kehui Luo, Elena Novak, James I. Novak, Joshua Pearce, Dorothy Belle Poli, Chelsea Schelly, Min Jeong Song, Sylvia Stavridi, Lisa Stoneman, Goran Štrkalj, Mirjana Štrkalj, Pamela Sullivan, Jeremy Wendt, Stephanie Wendt, and Sonya Wisdom.


Research findings reveal that teachers lack adequate preparation to integrate 3D printing technology into their classrooms. The primary objective of this study is to investigate the perception of the instructors and Emirati pre-service teachers on the integration of 3D printing into teaching and learning. The study also aims to identify issues and challenges faced during the implementation process, and proposing some fundamental recommendations to overcome these issues and challenges. This study implemented a pedagogical model in preparing the Emirati pre-service teachers through the merging of 3D printing in an integrated unit plan. The participants of the study were four Emirati pre-service teachers and two instructors who were involved in the integration of 3D printing process. Individual semi-structured interviews were conducted to collect the data. The results revealed that the Emirati pre-service teachers enjoyed the experience and they appreciated the pedagogy used to integrate 3D printing into teaching and learning. The findings, on the other hand, indicated that the pre-service teachers learned various knowledge and skills and they showed a strong intention to integrate 3D printing in their classrooms in the future. In addition, Emirati pre-service teachers and their instructors faced some challenges during the integration process such as time, lack of technical knowledge and skills, and inadequate training. The participants strongly recommended the integration of 3D printing in preparing future teachers and suggested different approaches to achieving this integration.

In: Integrating 3D Printing into Teaching and Learning