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Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning

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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.

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Authors and Affiliations

  1. National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Joyce Hwee Ling Koh, Ching Sing Chai & Wong Benjamin

  2. Department of Education, National Chengchi University, Wenshan District, Taipei, Taiwan

    Huang-Yao Hong

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  1. Joyce Hwee Ling Koh
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  2. Ching Sing Chai
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  3. Wong Benjamin
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  4. Huang-Yao Hong
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Correspondence to Joyce Hwee Ling Koh.

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Koh, J.H.L., Chai, C.S., Benjamin, W. et al. Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning. Asia-Pacific Edu Res 24, 535–543 (2015). https://doi.org/10.1007/s40299-015-0237-2

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