[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596080-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596080-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teaching-and-learning-design-thinking-dt-how-do-educators-see-dt-fitting-into-the-classroom-read-online-free","Teaching and Learning Design Thinking (DT) - How Do Educators See DT Fitting into the Classroom? - read online free","","Design thinking (DT) as an iterative, user-focused problem-solving approach is increasingly adopted in education, yet educators’ ways of integrating DT across curricula remain insufficiently understood. This study partnered with a tech-education industry collaborator and a focus group of experienced educators to evaluate curriculum materials developed with a DT framework. Results show favorable educator impressions of the DT framework and lesson plans, alongside integration challenges, especially assessment of DT-related skills and attitudes. Findings connect DT-based learning to a move toward experiential instruction for global competencies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-and-learning-design-thinking-dt-how-do-educators-see-dt-fitting-into-the-classroom-read-online-free/596080/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-and-learning-design-thinking-dt-how-do-educators-see-dt-fitting-into-the-classroom-read-online-free/596080.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of integrating design thinking into education, according to the study?","Question",{"text":63,"@type":64},"The study investigates how educators perceive design thinking (DT) fitting into classrooms and how DT curriculum content can be integrated into teaching and learning practice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted to understand educators’ perceptions of DT?",{"text":68,"@type":64},"Researchers collaborated with a tech-ed industry partner and used a focus group of experienced educators to evaluate curriculum content developed using a DT framework.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges did educators identify when integrating DT into classroom practice?",{"text":72,"@type":64},"Educators reported positive impressions of the DT framework and lesson plans but highlighted potential challenges, especially assessing skills and attitudes related to DT.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596080,1792171235,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":98},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teaching and Learning Design Thinking (DT):  \nHow Do Educators See DT Fitting into the Classroom?  \nEden Hennessey  \nWilfrid Laurier University  \nJulie Mueller  \nWilfrid Laurier University  \nAbstract  \nAs a problem-solving approach, design thinking (DT) emphasizes iterative, user-focused designing. While DT is being readily adopted into education, little is known about how educators integrate DT across curricula. To address this question, we collaborated with a tech-ed industry partner and a focus group of experienced educators to assess curriculum content developed using a DT framework. Results showed that educators expressed positive impressions ofthe DT framework and lesson plans, but also identified potential challenges to integrating DT into classrooms (e.g., assessing skills and attitudes related to DT). Findings suggest that DT-based learning aligns with a shift from project-based instruction to experiential learning aimed at achieving global competencies.  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:2 (2020)©2020 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nKeywords: design thinking, education, teaching, assessment, creativity, global competencies  \nRésumé  \nEn tant qu’approche par résolution de problèmes, la pensée conceptuelle (DT) met l’accent sur la conception itérative et axée sur l’utilisateur. Bien que la DT soit adoptée volontiersen éducation, on sait peu de choses sur la façon dont les éducateurs intègrent la DT dans les programmes. Pour répondre à cette question, nous avons collaboré avec un partenaireindustriel des technologies de l’éducation et un groupe de discussion composé d’éducateursexpérimentés afin d’évaluer le contenu des programmes d’études élaborés à l’aide d’un cadre DT. Les résultats démontrent que les éducateurs perçoivent positivement le cadre et les plans de cours de la DT, mais ils identifient également des défis potentiels à l’intégration de la DT dans les salles de classe (par exemple, l’évaluation des compétences et des attitudes liées à la DT) . Les résultats indiquent que l’apprentissage basé sur la DT s’harmonise avec le passage d’un enseignement par projet à un apprentissage expérientiel visant à acquérir des compétences globales.  \nMots-clés : pensée conceptuelle, éducation, enseignement, évaluation, créativité, compétences globales  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:2 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nRecently, education scholars and practitioners have called for emphasis on developing skills such as critical thinking, collaboration, and problem solving needed for success in the 21st century (Organisation for Economic Co-operation and Development [OECD], 2003, 2018; Battelle for Kids, 2019). To prepare students for success in the globalized digital world, it is essential that they learn and practise these new skills early in their education. One way to cultivate this skillset is to combine knowledge from computer science (CS), such as computational thinking, coding, and digital technologies, with existing core curriculum content (Hennessey et al., 2017; Wing, 2006) .  \nGiven the relevance of technology and innovation to advancing society in general, education has adopted computational thinking (CT), or thinking like a computer scientist, to solve problems (Wing, 2006). While CT is being widely integrated into classrooms, research and practice are working simultaneously to reach consensus on where CT may already exist across disciplines (Hennessey et al., 2017), and a reliable way to assess the successful teaching of CT (Mueller et al., 2017). At the same time, education and industry have also adopted another approach to problem solving called design thinking (DT), an iteration-focused design approach popularized by the Hasso Plattner Institute at Stanford University at the [Stanford d.school](Stanford d.school) (Hasso Pl","cbCailCEMFX9i3PE","https://ap.wps.com/l/cbCailCEMFX9i3PE","pdf",189294,24,"English","# Abstract\n# Introduction\n## 21st-century skills and technology integration\n## Computational thinking and its assessment\n## Design thinking as a complementary approach\n# Design Thinking (DT) Defined","[{\"question\":\"What is the main purpose of integrating design thinking into education, according to the study?\",\"answer\":\"The study investigates how educators perceive design thinking (DT) fitting into classrooms and how DT curriculum content can be integrated into teaching and learning practice.\"},{\"question\":\"How was the study conducted to understand educators’ perceptions of DT?\",\"answer\":\"Researchers collaborated with a tech-ed industry partner and used a focus group of experienced educators to evaluate curriculum content developed using a DT framework.\"},{\"question\":\"What challenges did educators identify when integrating DT into classroom practice?\",\"answer\":\"Educators reported positive impressions of the DT framework and lesson plans but highlighted potential challenges, especially assessing skills and attitudes related to DT.\"}]","Teaching and Learning Design Thinking (DT) - How Do Educators See DT Fitting into the Classroom? - read online free | PDF",1792082401]