Design thinking allows for teachers and students to solve complex problems where groups can work collaboratively together. When continuing the research of Education Design Thinking, it is evident that there a 5 stages. These being;

Empathise: "the best designs are human centred"

Define: "framing the problem is the foundation to the design

Ideate: "innovation is born from the clash of ideas"

Prototype: "showing is better than telling"

and finally Test: the difference between creative people and innovative people is action"


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It is evident that the world is changing from a traditional educational paradigm world (back to basics) into this world of technology after this long customary education within our schools. It is evident however that the world is changing and that schools should have already implemented ways to teach students in a technological sort of way. Although this may be a shock and hard for students and current teachers, it is important that preservice students know exactly what is needed when becoming ready to teach ICT impact learning so they are prepared and can even be given jobs as this 21st C world is very different to the way things used to be even 10 years ago.



The world is becoming more advanced and almost harder to live in if you do not have the right knowledge of what is needed when branching out into the world of businesses and professions. It is essential that when teaching this concept of "Design Thinking" as a scaffold, that students must understand this scaffold and what is expected of them, especially living in such a technically advanced world now.

As teachers we must allow for our students to flourish by engaging in this concept of design which is a new way of thinking in the 21st Century. Design thinking gives students many skills that provide them to branch off and have successful careers.



​... Why are they important for teachers?

I have identified with TPACK the most as I was drawn to it because it covers so much surface area either in or outside the classroom. It discusses this concept of technology, pedagogies (theories of teaching/methods) and content knowledge. This learning theory which I have chosen allows for teacher to have the opportinity to talk to other teachers and compare their strengths, this way branching off one another.



... e.g. Krathwohl, 2000; Marzano, 2000, etc. Compare and contrast Bloom’s Taxonomy with a revised taxonomy of your choice.

Over 60 years ago, Benjamin Bloom created what we know today as, Boom's Taxonomy. We can see that Bloom gives us a theoretical progression to help classify particular situations and allows methodologies to shine through. In recent year a simpler form of this concept of Blooms taxonomy has been expressed through verbs to showcase the meaning to people newly exposed to it.

(High order thinking)

Evaluation: making judgments based on internal evidence or external criteria

Synthesis: rearranging component ideas into a new whole

Analysis: breaking down objects or ideas into simpler parts and seeing how the parts relate and are organized

Application: applying knowledge to actual situations

Comprehension: grasping the meaning of information

Knowledge: remembering previously learned information

(Low order thinking)




As a teacher would you still use it to underpin your teaching activities? Why/why not?

I personally like the SAMR model and would most likely use it in my teachings. The SAMR model was designed to help educators bring technology into there classroom and supports teachers design and developing concepts, obviously through technology. As the world is changing and iPADs are used in every classroom with every child, it is NECESSARY that I have support when introducing technology into my class.



Complete a self-reflection using the follow 3 elements as a guide; 3 things that have inspired you, 2 things that have intrigued you and 1 thing you need to research more.

3 things that have inspired me: This idea of the SAMR (substitution, augmentation, modification and redefinition) model allowed me to be inspired when I look into my style of teaching. Before this unit I would have had no clue what this was or the style of teaching it looks into. Linking on from this, this concept of Tpack (Technological Pedagogical Content Knowledge) is also inspiring as it is a framework needed for teachers to allow them to understand and describe different types of knowledge in technology which is introduced in a teaching environment. Finally, in more general terms, I am inspired by my tutor and lectures way of teaching. This is the only class which really explains how to do the assessments. This is due to putting up videos on LEO for students who are having trouble (like myself) to really understand, and I am understanding.

2 things that have intrigued me: I personally love learning about Blooms Taxonomy and Gardeners. I believe it shows a huge scaffold of what each child could categorise themselves into when learning in the classroom. I believe it is simple and easy to understand. These two theories have been made quite cleverly and when completing Task 1 of part A and B, I am able to pour out the information I know about this into my assessments.

1 thing I need to research more: I need to research more into the physical coding side of things. For assessment 1 part A, Lucy was in charge of the coding activity and I have not yet had a chance to fully grasp this concept.



... environment we researched and discussed in our first Module?

Project Based Learning (PBL) allows students to apply in real life what they learnt in class. It allows these children to indulge in experiences and allows for an extended learning. I believe that when a child is able to practice what they did in class into the real world, this child is prepared for the 21st century workplace environment. When researching in class, all groups were given a different PBL to look into. We were able to follow videos and reports which showed children being prepared for a life also connected to the technology type of world which is very important as the world is again (already stated in past reflections) moving in that direction. Furthermore, we made lesson plans including this concept of:

Assessment Processing:

- know where the learner is

- feedback (moves toward)

- success criteria

- peer assessment

- self assessment

In addition we also learnt,

1. Research

2. Driving question

3. Inquire (stage 1)

4. Create (stage 2)

5. Exhibit (stage 3)



... directed, guided, independent has been a flow of learning? How did it help or hinder you to learn?

Every week I am involving myself in a learning experience which allows me to continue this flow of learning. I am usually placed within a group to do this which actually helps me more as we all grab ideas of one another to make one presentation.



... content descriptors in the Digital Technologies Curriculum. Does the content surprise you? What are some of the concerns or challenges you may face? Identify strategies that may assist you in overcoming the concerns or challenges you identified.

When jumping into the first tutorial at 8am on Wednesday morning I was completely overwhelmed and shocked at commencing this subject as I had not done much regarding this topic, particularly the coding. Last year I did quite well in COMM140 but introducing the curriculum has now scared me and I am hoping it will work out and I will wrap my head around everything. I believe going through the curriculum in depth in tutorials will help me and once I have this concept sorted out I should be fine. I however have admitted to myself that I will never be a teacher without understanding the curriculum so I must really focus on how I will understand this.