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題名 Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning
作者 Koh, Joyce Hwee Ling;Chai, Ching Sing;Benjamin, Wong;Hong, Huang-Yao
洪煌堯
貢獻者 教育系
關鍵詞 Design thinking;TPACK;Teacher education;Twenty first century competencies;Twenty first century learning
日期 2015-05
上傳時間 27-八月-2015 17:07:32 (UTC+8)
摘要 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.
關聯 The Asia-Pacific Education Researcher
資料類型 article
DOI http://dx.doi.org/10.1007/s40299-015-0237-2
dc.contributor 教育系
dc.creator (作者) Koh, Joyce Hwee Ling;Chai, Ching Sing;Benjamin, Wong;Hong, Huang-Yao
dc.creator (作者) 洪煌堯zh_TW
dc.date (日期) 2015-05
dc.date.accessioned 27-八月-2015 17:07:32 (UTC+8)-
dc.date.available 27-八月-2015 17:07:32 (UTC+8)-
dc.date.issued (上傳時間) 27-八月-2015 17:07:32 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/77994-
dc.description.abstract (摘要) 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.
dc.format.extent 830676 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) The Asia-Pacific Education Researcher
dc.subject (關鍵詞) Design thinking;TPACK;Teacher education;Twenty first century competencies;Twenty first century learning
dc.title (題名) Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1007/s40299-015-0237-2
dc.doi.uri (DOI) http://dx.doi.org/10.1007/s40299-015-0237-2