INTEGRATING 3D PRINTING IN PRE-SCHOOL EDUCATION: PERCEPTIONS FROM PRE-SCHOOL TEACHERS AND PROSPECTIVE TEACHERS

Abstract

With the rapid advancements in technology, various educational technologies have been employed to facilitate the teaching process in the education system. One of the popular technologies is 3D printing, which finds applications from early childhood education to higher levels of instruction. This study aims to determine the perspectives of pre-school teachers and prospective teachers regarding the use of 3D printing technology in early childhood education. The study group consisted of 15 pre-school teachers and 17 prospective teachers. The research method employed was the case study approach. An online survey form with appropriate open-ended questions was utilized as the data collection tool. Data obtained from the study were analyzed through content analysis. The results revealed that pre-school teachers and prospective teachers have a superficial knowledge of 3D printing technology. Although the materials required for teaching varied based on the needs of children and teachers, certain common skills were emphasized in the instructional process. Some difficulties were encountered in acquiring these materials, which could be overcome by utilizing 3D printing technology. Furthermore, teachers and prospective teachers showed preferences for different features in the design of materials. In future studies, it is recommended to identify materials that captivate children's interests based on the perspectives of teachers and candidates. Providing necessary academic support to participants for material production and conducting similar studies in various disciplines are also suggested.