In this review, 3D printing studies are analyzed to identify the dominant theoretical approaches and learning outcomes associated with 3D printing in education. ģD printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. We also directed students to online tutorials for each of the tools and insisted that they access and view these prior to asking the teacher(s) for. Indeed, we found that the guides (and the tools as a result) became much easier to use as they progressed through the weekly activities (see Figure 4). The guides were consistently written in a way that facilitated the transfer of skills from one tool to the next. One of the strategies we used to help them develop autonomy was creating and providing them with visual "walk-through guides" that they could access on the iPads when they were not sure what to do next. Combining text, recording, and picture options conveys student meaning more effectively, and in turn provides opportunities for academic successes previously not experienced. The students in this program had ubiquitous access to iPads, which they used to research information and create digital texts through apps like WordSwag, Popplet, Picktochart, PicCollage and Evernote. Students who struggle in traditional learning environments often find expressing themselves easier when they use multimodal tools and technologies (Hughes, 2009). Throughout the creation of their book, students were encouraged to take increased responsibility for their learning with each successive question, and to explore their learning process through reflection questions. ![]() The inquiry-based approach, set in a makerspace environment where many materials were available to them, helped the Digital making with "At-Risk" youth students to direct their own learning. addition to contemplating important topics related to their future goals and developing intrapersonal skills, the students also developed in other ways. The visual, a collage designed by a schoolgirl that displays favorite photos of her family as she sees them, illustrates the kinds of digital literacy practices the research study children engaged in. ![]() Focusing on family photographs, specifically, on the ways families visualize themselves, what these ways signal about how they think, and the often-invisible literacies they engage in as part of their everyday lives, we explored how schoolchildren moved across digital and nondigital worlds. ![]() Our chapter spotlights “Visualizing Families,” an ethnographic research study we conducted together in 2016 at an elementary school in the Niagara region of Ontario, Canada. To live literacies thus entails moving across digital as well as nondigital spaces, and engaging in knowledge work naturally entails, as Dyson (2008) has noted, moving across technical and nontechnical texts, environments, and tools to enact the recurrent practices of everyday life. People today often know and engage in knowledge work through digital texts. In this chapter, we examine the digital and nondigital texts young people use both to think and to forge new and innovative ways of knowing the world.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |