Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21
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Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning Joyce Hwee Ling Koh1 • Ching Sing Chai1 • Wong Benjamin1 • Huang-Yao Hong2
De La Salle University 2015
Abstract This conceptual paper argues that to develop students’ twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual framework articulating various TPACK considerations and how these various forms of TPACK can be used as epistemic resources to support design thinking for developing ICT-integrated lessons targeted at twenty first century learning. This framework provides an initial vocabulary for describing how teachers create TPACK through design, which is a critical gap in extant TPACK research. Implications for teachers’ design of ICT-integrated lessons as well as future directions of research are discussed. Keywords Design thinking TPACK Teacher education Twenty first century competencies Twenty first century learning
Introduction To meet the challenges of the knowledge economy, teachers are under pressure to design lessons that engage students in the exploitation of information and commu-
& Joyce Hwee Ling Koh [email protected] 1
National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, Singapore
2
Department of Education, National Chengchi University, Wenshan District, Taipei, Taiwan
nications technology (ICT) for problem-solving, collaboration, and knowledge construction (P21 2007). These kinds of twenty first century learning (21CL) experiences are intended to help students develop twenty first century competencies (Howland et al. 2012). However, studies of classroom practices show that teachers are designing ICT-integrated lessons for information transmission and drill-and-practice (e.g., Starkey 2010). Windschitl (2002) observed that many teachers have difficulties with constructivist-oriented pedagogies such as those described under 21CL because these tend to be in conflict with their pedagogical practices. In response, Tsai and Chai (2012) have suggested that design thinking could be used to transform teachers’ pedagogical beliefs and practices. Design is the act of creating new products, services, or experiences (Cross 2004; Rowe 1991). Design thinking describes the reasoning processes used to manage the various demands underlying such acts of creation (Dorst 2006; Scho¨n 1983). It has been adopted for complex problem-solving in engineering, architecture, and business (Dym et al. 2005). In education, it is increasingly being recognized that designing for pedagogical change is an important competency required of teachers (Laurillard 2012). This paper argues that in the context of achieving 21CL, teachers should construct their technological pedagogical content knowledge (TPACK) using design thinking as a strategy to address the complex factors surrou
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