ERIC Number: EJ1204994
Record Type: Journal
Publication Date: 2018-Oct
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0574
EISSN: N/A
Available Date: N/A
Curriculum Development: Preservice Teachers' Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework
Shively, Kate; Palilonis, Jennifer
Journal of Education, v198 n3 p202-214 Oct 2018
This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers' (PSTs') perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs' perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strategy for curriculum development early in teacher preparation.
Descriptors: Curriculum Development, Preservice Teachers, Student Attitudes, Instructional Design, Computer Literacy, Media Literacy, Preservice Teacher Education, Knowledge Level
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A