Moving beyond tools: Experiential learning, reflection, and TPACK in a 3D modeling and printing course

Abstract

In this mixed-methods study, we use preservice teachers’ reflections as windows into their learning to teach with technology. Thirty-seven reflective essays, from a 3D Modeling and Printing course for preservice mathematics teachers, were coded for TPACK dimensions and reflective depth. Patterns show that technological and pedagogical references were frequent, while content was less common and tended to appear in combination with other dimensions. Deeper reflection is aligned with stronger TPACK, particularly in relation to concrete lesson plans. The study offers concise design guidance—prioritize content goals, structure PCK-oriented reflection, and require lesson-level enactment—to advance integrated, curriculum-relevant uses of technology.