ABSTRACT 3D printing implementation in educational contexts has gained considerable attention in recent years. However, research shows that both in-service and pre-service teachers lack digital literacy and the confidence required to teach this emerging technology. This study reports the current challenges and opportunities in 3D printing education in Korea and identifies the range of knowledge required for teachers to integrate 3D printing technology into classrooms in meaningful ways. The technological, pedagogical, and content knowledge (TPACK) framework was used to analyze the certificate program for 3D printing educators and in-service teachers’ practices. The findings from interviews with 10 in-service teachers and participant observation in the 3D printing training workshop for pre-service teachers revealed that technological knowledge is overly emphasized in the 3D printing teacher training curriculum. Thus, many in-service teachers develop their content knowledge and pedagogical knowledge by exchanging ideas with other teachers online and running project-based courses with flipped classroom approaches. Two potential paths were discovered for developing curricula that cross over the domains of the TPACK framework to successfully integrate the technology into classrooms: collaboration between teachers in different subject areas and industry experts to develop technical knowledge and curriculum, and contextualizing 3D printing technology in relation to open-source digital culture.

中文翻译：

---

学习在学校教授3D打印：韩国的老师如何准备将3D打印技术集成到教室中？

近年来，在教育环境中抽象3D打印的实施受到了广泛的关注。但是，研究表明，在职和在职教师均缺乏数字素养，缺乏教授这种新兴技术的信心。这项研究报告了韩国3D打印教育当前面临的挑战和机遇，并确定了教师以有意义的方式将3D打印技术集成到课堂所需的知识范围。技术，教学和内容知识（TPACK）框架用于分析3D打印教育者和在职教师实践的证书计划。通过对10名在职教师的采访以及在3D打印培训班上针对职前教师的参与者观察得出的结果表明，在3D打印教师培训课程中过分强调了技术知识。因此，许多在职教师通过与其他教师在线交流想法并通过翻转课堂方法运行基于项目的课程来发展自己的内容知识和教学知识。发现了跨越TPACK框架领域以成功地将技术整合到课堂中的课程开发的两条潜在途径：不同学科领域的教师与行业专家之间的协作以开发技术知识和课程，以及将3D打印技术与开源数字文化。