Even though 3D printers have been around for almost 30 years, the recent rise of low-cost printers has led some to proclaim the onset of a new industrial revolution. Schools and libraries all over the world are bringing these powerful tools to students in classrooms and dedicated “makerspaces” where they are accompanied by other fabrication tools. For example, China is putting 3D printers in each of its 400,000 elementary schools. In the U.S., are adding 3D printers into schools at a good rate, particularly into CAD programs, but also into traditional art and social studies classrooms and even business programs. If 3D printing is starting a new industrial revolution, it is well on its way to revolutionizing teaching and learning as well. The result of bringing these tools into classrooms is a rekindling of the powerful pedagogy of hands-on learning. As 3D-VET project demonstrates, 3D printing leverages hands-on learning to deepen our educational approach to traditional educational subjects. Equipping learners to understand the application and potential of this new type of technology will be important to helping prepare them for a world in which similar technologies will be increasingly commonplace, particularly in STEM contexts. 3D printers are gaining popularity internationally across education. So far the technology has been restricted largely to Design and Technology (DT) classrooms. There is considerable potential, however, for them to be used within a range of educational subjects, for example to enable links to be made between mathematics, design and physics in a similar way to, for example, ‘sound’ enabling links between music, physics (wave properties), biology (hearing) and engineering (concert hall design). In recent past years, inception of 3D printing has reached to reality and growing fast with pace to develop new technologies for almost all fields. In Greece growth of 3D printing technology and its application in multiple areas for the benefit of society is often limited by various users. Globally, 3D printing on larger scale is used to empower educators and learners in order to create more effective ways of learning and to perform better with 3D printed models in classrooms. This project addresses the increasing need of use of 3D printing technology in educational environments and discuss numerous examples of the same field already applied in Europe. 3D printers have a powerful role to play in the classroom. In addition to strong curricular connections to modern standards, these machines support 21st century pedagogies that not only engage students in their present learning but teach them how to be “tinkerers” in learning the rest of their lives. Schools and training institutes wishing to introduce 3D printing technologies into teaching of STEM and design subjects need to factor in time required to train teachers and embed new approaches to teaching. This allows teachers starting from a lower base of expertise in 3D technologies adequate time to reflect on the various possibilities and to work with other teachers to develop and implement their ideas. The project highlights the need for good quality upfront training of teachers when introducing new technologies including teaching approaches, and effective use of 3D printers in education. And will do so by providing a competitive training programme specialised for the VET teachers and educators, based on international experiences. The training programme will support teachers and educators to acquire the knowledge, skills and competencies needed for the use of 3D printers on several educational subjects being taught in VET sector.
Aim of the project “3D Printing in VET” was to introduce the use of 3D Printers in Vocational Education and Training in Europe. In order to introduce the 3D printers in vocational schools and institutes in partners countries, the project consortium explored the status quo on training structures in different EU countries and develop a highly innovative, internationally competitive training program on 3D printing use. The program addressed the training of teachers/ trainers/ educators working in VET. The aim of the project was to improve the effectiveness and adequacy of existing training practices in the sector and to promote the training of VET teachers and trainers and the use of 3D printers in various educational courses being taught in EU vocational schools
3D printers are gaining popularity internationally across education. Despite potential benefits, there are many barriers to the integration of new technologies into the education system. These barriers include teacher attitudes and beliefs, and teacher knowledge and skills. As a new digital fabrication technology, 3D Printing is not immune to these integration challenges; in the education system the current generation of teachers is not well positioned to take advantage of these capabilities. This lack of readiness derives from the fact that many teachers do not fully understand engineering, engineering habits of mind, or design thinking. This expertise is not currently provided in teacher preparation program. Others believe that teachers are not receiving sufficient guidance on the use and maintenance of 3D printers. It is a more general need in the education system of teaching educators about 3D printing, supporting their professional development, and enabling their ability to teach others about 3DP. Aim of the project “3D Printing in VET” was to introduce the use of 3D Printers in Vocational Education and Training in Europe.