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Design Thinking : = Classroom Integration to Increase Critical Thinking, Communication, Collaboration, and Creativity.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Design Thinking :/
Reminder of title:	Classroom Integration to Increase Critical Thinking, Communication, Collaboration, and Creativity.
Author:	Ward, Tracey.
Description:	1 online resource (115 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798672158204

Design Thinking : = Classroom Integration to Increase Critical Thinking, Communication, Collaboration, and Creativity.
Ward, Tracey.

Design Thinking :Classroom Integration to Increase Critical Thinking, Communication, Collaboration, and Creativity. - 1 online resource (115 pages)

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ed.D.)--Lamar University - Beaumont, 2020.

Includes bibliographical references

This dissertation in practice aimed to introduce the design thinking framework to educators at a K-12 school in a large metropolitan area of Ohio and explore how the design thinking framework influences their instructional practices, especially as some educators faced moving to an online or remote environment with the onset of a global pandemic of Covid-19. The study focused on the pedagogical shifts of instruction using the design thinking model (Brown & Katz, 2009) and the instructional strategies that the teachers continued to use as a recent world health event caused them to have to shift pedagogies abruptly from their real classrooms into virtual ones. This study examined nine teachers' utilization of the design thinking framework within K-12 schools and how it impacted their instructional practices; each one volunteered to be interviewed about their instructional practices and experiences prior to and during a global pandemic.The study also looked at the teachers' practice using the design thinking framework and how they modeled the use of deeper learning and opportunities for inquiry (Fullan, 2015) while promoting communication, creativity, collaboration, and critical thinking. Educators shared about their use of design thinking as a pedagogical strategy to support student-centered learning, real-world problem solving, and classroom instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798672158204Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

CollaborationIndex Terms--Genre/Form:

554714
Electronic books.

Design Thinking : = Classroom Integration to Increase Critical Thinking, Communication, Collaboration, and Creativity.
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504 $a Includes bibliographical references
520 $a This dissertation in practice aimed to introduce the design thinking framework to educators at a K-12 school in a large metropolitan area of Ohio and explore how the design thinking framework influences their instructional practices, especially as some educators faced moving to an online or remote environment with the onset of a global pandemic of Covid-19. The study focused on the pedagogical shifts of instruction using the design thinking model (Brown & Katz, 2009) and the instructional strategies that the teachers continued to use as a recent world health event caused them to have to shift pedagogies abruptly from their real classrooms into virtual ones. This study examined nine teachers' utilization of the design thinking framework within K-12 schools and how it impacted their instructional practices; each one volunteered to be interviewed about their instructional practices and experiences prior to and during a global pandemic.The study also looked at the teachers' practice using the design thinking framework and how they modeled the use of deeper learning and opportunities for inquiry (Fullan, 2015) while promoting communication, creativity, collaboration, and critical thinking. Educators shared about their use of design thinking as a pedagogical strategy to support student-centered learning, real-world problem solving, and classroom instruction.
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