Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18495
Title: 
Technological Pedagogical Content Knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning
Authors: 
Keywords: 
Design thinking
TPACK
Teacher education
Twenty first century competencies
Twenty first century learning
Issue Date: 
2015
Citation: 
Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H.- Y. (2015). Technological Pedagogical Content Knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning. The Asia-Pacific Education Researcher, 24(3), 535-543. http://dx.doi.org/10.1007/s40299-015-0237-2
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.
URI: 
ISSN: 
0119-5646
Other Identifiers: 
10.1007/s40299-015-0237-2
Appears in Collections:Journal Articles

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