The research paper explored teachers' lived experiences using 3D printing, holograms, virtual reality, and augmented reality types of tools and these tools' effect on learning in middle schools. The qualitative, phenomenological study introduced 21 teachers' lived experiences who had taught for two years or more about using 3D technologies through web-based surveys. There was insufficient research found on the effect of 3D types of technology like 3D printing, holograms, virtual and augmented reality in K-12 education. The future generation and the world's economic global stance is dependent on educational reform to prepare students for economic success and global competitiveness. Educational reform is dependent on societal changes which is dependent on technology use. The effect on learning outcomes with the use of 3D types of technologies were studied through teachers' lived experiences, and teacher perceptions on the effectiveness of 3D virtual types of technology to enhance learning were examined to help schools and educators make the decision to invest in these types of tools and know how best to engage students in learning. These tools can help support science, technology, engineering, and mathematics (STEM) types of fields to better prepare students for the future. The data results showed a majority of Illinois teachers lived experiences when using 3D types of tools positive for learning outcomes and positive on the quality of learning.
|School:||American College of Education|
|Department:||Education in Leadership|
|School Location:||United States -- Indiana|
|Source:||DAI-A 81/8(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Middle School education, Pedagogy|
|Keywords:||Augmented reality, Educational reform, Virtual technologies|
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