Blog 1 - 3D Pens to Enhance Creativity - Task 1

As technology continues to advance, so does the opportunity for new and innovative tools in the classroom. One such tool is the 3D pen, which allows students to take their creativity to the next level by bringing their ideas to life. These pens work by heating up and extruding plastic filament, allowing users to create three-dimensional objects through drawing.

NSW K-6 Syllabus

A key goal of the NSW K-6 syllabus is to foster creativity in students, encouraging them to think critically and imaginatively (NESA, 2012). The 3D pen allows students to develop these skills in a hands-on and engaging way. Students have the ability to bring to life ideas in a three-dimensional way. This can be achieved across a range of subjects including science and mathematics (STEM). For example, in mathematics, they can be used to create geometric shapes and explore concepts such as symmetry an volume. A study by Karapanos, Paravantis and Papadimitriou (2019), found that 3D pens improved students’ spatial thinking and creative thinking skills. This versatility allows for cross-curriculum learning. Janković and colleagues (2021) discuss how 3D pens improve students’ spatial abilities which are crucial for success when understanding basic physics concepts.

3D pens develop problem-solving skills as students are required to think about the design, shape and size of the object before creation. Students are also more likely to participate in classroom activities when provided with the opportunity to use the 3D pen.

Constructivist Pedagogy

The constructivist pedagogy model emphasizes learning through hands-on experiences and trial and error (Bower, 2017). 3D pens allow students to be actively engaged in the learning process and encourage them to collaborate with their peers as the 3D pens promote interaction between students. The 3D presents the opportunity for students to explore their creativity and learn through hands-on experience.

Limitations

A limitation of the 3D pen technology is the cost, The pens can be quite expensive and not all schools may have the budget to invest in this technology. There is also a safety concern as the heating element of the pen may cause burns or injuries when operated incorrectly or not carefully by younger students (Choy et al., 2019), which requires teachers to monitor the activity very closely and may prove to be an inefficient us of time. The pen may also prove to be challenging to use and time-consuming as the movement requires coordination and patience, which may be difficult for early stage 1 and stage 2 students.

The 3D pen is an emerging technology that enhances students’ creativity in the classroom. It has the ability to be a tool used when teaching a variety of subjects, topics and concepts, whilst promoting hands-on, tactile learning which enables students to be successful.

References

Bower, M. (2017). Design of Technology: Enhanced Learning Integrating Research and Practice. Bingley: Emerald Publishing Limits.

Choy, K.L., Wong, C. W., & Chan, H. K. (2019). Using 3D pens to enhance engineering creativity and design thinking in pre-tertiary education. Journal of Engineering Education, 108(1), 27-46.

Janković, L., Milovanović, J., Milutinović, V., & Radović, D. (2021). Improving spatial ability of elementary school students with the help of 3D pens. European Journal of Physics Education, 12(3), 1-13.

Karapanos, E., Paravantis, J. A., & Papadimitriou, G. (2019). The effect of 3D printing pens on spatial and creative thinking skills in middle school students. Journal of Educational Computing Research, 57(6), 1462-1479.

NSW Department of Education. (2012). Creative arts K-6 syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts/creative-arts-k-6/creative-arts-k-6-syllabus