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The Design Document as a Strategy for Making Design Thinking Visible: Innovating Practice and Embedding Technology
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, , George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Today’s teachers are challenged to be innovators, to craft learning opportunities and instructional practices incorporating technology(ies) appropriate for 21st century learning. Team ISTE (2018) has highlighted teachers as designers, echoing the literature calling for a kind of practice different from but complementary to teachers’ long-standing doing practice - design practice. Teachers’ doing practice is reflected in and supported by lesson planning, but no framework exists that reflects and scaffolds design practice. There is a need for an alternative that structures teachers’ design practice and makes design practice visible as a shareable instance of thoughtful innovation. The authors propose creating design documents. To support innovative teacher practice, a meaningful design document precedes lesson planning and includes reflections on and communication about six components: the problem of practice, constraints and requirements, the design problem, potential learning activities, technology(ies) that scaffold activity, and adherence to principles.

Citation

Hathaway, D. & Norton, P. (2019). The Design Document as a Strategy for Making Design Thinking Visible: Innovating Practice and Embedding Technology. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1842-1849). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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