Integrating 3D printers into libraries and classrooms

3D printing uses a 3D printer to create a three-dimensional object by adding plastic layer by layer based on a computer-generated design. This is also known as additive manufacturing, where material is built up layer by layer to create a part. This contrasts with traditional manufacturing methods that use a subtractive method, such as milling or turning where a machinist starts with a block of raw material and removes material to create a part. 3D printing in manufacturing is considered an inexpensive method to prototype a solution and determine its viability.

Here is a brief video from Mashable magazine that explains 3D printing. [If you have trouble seeing the embedded video below, you can use this direct link to YouTube: https://youtu.be/Vx0Z6LplaMU .]

Elrod (2017) describes the process of getting from a 3D model to a 3D-printed object:

3D models are created using CAD (computer-aided design) software programs such as Tinkercad. 3D models can also be created by using scanners to scan an object that can be downloaded as a 3D model. An app called 123D Catch can be downloaded free to your smartphone and can create a 3D model after taking a series of photos in small increments around the object. There is also a product called iSense which can be attached to an iPad and create a 3D design by walking around the object you wish to capture. (“What is 3D Printing?” section, para. 1)

How can 3D printing be used for everyday learning?

While 3D printing can be integrated into various content areas, it aligns most appropriately with STEM content, the engineering design process, and maker education goals (e.g., Martin, 2015). Engineering design and design thinking encourage students to generate prototypes and models of potential solutions to test (Koh et al., 2015; Li et al., 2019).

The graphic below depicts NASA’s engineering design process for students with a cyclical process of planning, creating, testing, and improving. 3D printing can be used to create and test solutions.

NASA Engineering Design Process from https://www.nasa.gov/sites/default/files/atoms/files/engineering_design_process_classroom_connections_508.pdf

Other examples of how 3D printing has been used in schools include:

• Early during the pandemic when protective equipment was scarce, several schools in Tennessee, South Carolina, North Carolina, and Missouri used 3D printers to create filters and equipment for healthcare workers.
• The Florida Museum of Natural History and the University of Florida have used 3D scanner and printers to generate models of fossils.
• 3D printers can augment school or library makerspaces.
• Some publishers are offering computer-aided design (CAD) files for content, such as Gale Human Anatomy.
• 3D printing can be used with special education and Braille.

Using 3D printing with RAT

It’s helpful to consider integrating 3D printing within the replacement, amplification, and transformation ([RAT]; Hughes et al., 2006) framework.

• Replacement — With replacement practices, new technology is a surrogate for existing instruction. With 3D printing, teachers may choose to replace existing proposed prototypes of engineering projects with digital solutions that will be 3D printed. These projects may be downloaded directly from a repository, such as Thingiverse.
• Amplification — In amplification strategies, technology is integrated to improve the efficiency, effectiveness, and productivity of similar instructional practices. Teachers may offer students the opportunity to revise an existing digital design from a repository or offer students the option to two to three designs for testing and evaluation. This amplification process may change how students mentally processed information or compared solutions in differing ways.
• Transformation — With a transformative strategy, technology invents aspects of teaching and learning. With 3D printing, students may generate completely new designs by using CAD software  (such as Tinkercad or SketchUp) or use 3D scanning to create a unique design to solve an engineering problem.

Where should I start?

Photo by 12photostory on Unsplash

When looking for resources to support 3D printing in a classroom or library/media center, there are numerous sources on the internet. But, Kathy Schrock and her online Guide to Everything offers a strong compilation of resources for publications, applications/software, and lesson plans. The site is a bit dated, but there are many useful resources for teachers and librarians who are just beginning with 3D printing. In addition, Thingiverse is a common destination for 3D printing design files (i.e., .stl files) that can be printed or edited. Similarly, Weareteachers.com has put together a more recent comprehensive list of 70 3D printing ideas for classrooms from science and math ideas to reading and classroom logistics.

There are some important safety issues that come with 3D printers, including concerns with pollutants and emissions. So, classroom teachers, school librarians, and technology integration specialists should take note. Some general suggestions for safety have been made by Black at Ednewsdaily.com and Newsome at Fizzicseducation.com, which are basic places to start. However, the most comprehensive report and recommendations were produced by Chemicalinsights.org (with Underwriters Laboratories), so I suggest thoroughly reviewing this report, particularly for selecting printers with enclosures and filters, placement of 3D printers, and required ventilation.

Your thoughts?

Have you used 3D printing as part of your curriculum or maker space? Drop me a comment below to let me know how you've used these printers as part of your everyday teaching and learning process. I'm interested to know what challenges you've faced and what recommendations you have.

References

Elrod, R. (2017). Tinkering with teachers: The case for 3D printing in the education library. Education Libraries, 39(1). https://doi.org/10.26443/el.v39i1.11

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT – replacement, amplification, and transformation—Framework. In C. M. Crawford, R. Carlson, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), SITE 2006 proceedings (pp. 1616–1620). 

Association for the Advancement of Computing in Education. https://web.archive.org/web/20211030191410/http://techedges.org/wp-content/uploads/2015/11/Hughes_ScharberSITE2006.pdf

Koh, J., Chai, C., Wong, B., & Hong, H.-Y. (2015). Design thinking for education: Conceptions and applications in teaching and learning. In Design Thinking for Education: Conceptions and Applications in Teaching and Learning (p. 131). https://doi.org/10.1007/978-981-287-444-3

Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). Design and design thinking in STEM education. Journal for STEM Education Research, 2(2), 93–104. https://doi.org/10.1007/s41979-019-00020-z

Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1). https://doi.org/10.7771/2157-9288.1099