Design Thinking for Digital Well-being empowers teacher educators/student teachers to teach pupils how to critically embrace technology in their lives. It provides a pedagogical framework for teaching young people to flourish in a digital society and enjoy digital well-being. In so doing, it establishes the need for digital literacy, digital fluency and values fluency within the education system as a whole.

With a unique focus on empathy-centric design thinking, and using a case study informed educational model of technological, pedagogical and content knowledge (TPACK), this expert guide:

• Explores the challenges that pupils (and teachers) face balancing their digital lives

• Supports the 'wired generation' in navigating the cyber sphere and understanding how their data are used

• Acknowledges the necessity of supporting the digital well-being of pupils (and teachers) to create a healthy and successful learning environment

• Promotes the effective use of technology to enhance teaching and learning

• Aids professionals in ensuring pupils enjoy digital literacy, digital fluency, values fluency and safety online

Design Thinking for Digital Well-being deals with the core concepts of digital literacy, digital fluency and values fluency that are essential for anyone in the teaching profession. It is a source of support and guidance for all those involved in exploring the challenges of using technology to promote digital well-being.

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Yes, you can access Design Thinking for Digital Well-being by Fiona Chambers, Anne Jones, Orla Murphy, Rachel Sandford in PDF and/or ePUB format, as well as other popular books in Éducation & Éducation générale. We have over one million books available in our catalogue for you to explore.

Information

Publisher

Routledge

Year

2018

ISBN

9781351265423

Edition

Topic

Éducation

Subtopic

Éducation générale

Index

Note: Entries in bold refer to terms in glossary, locators in bold refer to tables and those in italics refer to figures.

Abelson, Hal 136

abuse 13, 62

acceptable use policies (AUPs) 25, 105, 140

accessibility 11, 30

actions 42–3, 79, 155, 163

actors 43, 86

adolescents 8, 33; see also youths

Advanced Research Projects Agency Network (ARPANET) 12

advances, technological 30, 43, 113

advertising 12, 101, 116

agency 28, 41, 130, 177

Agile Development 53

American Civil Liberties Union 101

anxiety 33, 37, 70, 79

Apple 10, 139

appropriateness 79, 165, 179

apps 24, 119, 130, 180; see also developers, app

Arab Spring 11

assessment 16, 53, 113, 188

attention 27, 33–4, 42, 179, 189

attitudes: Gina 146; Jaymie 178; Maisie 129; Mark 112–13, 116; personal values compass 84, 93; values compass 79; values fluency 43, 46

attributes: Gina 141; Jack 155–6; Jaymie 171–2; Maisie 122; Mark 107; personal values compass 90; teachers 53, 57

audiences 9, 43, 59

authority 70, 177

autonomy 25, 27, 36–7, 149

awareness 8, 32, 80, 99, 103

Aygyris, C. 86

Bartlett, J. 67

Beetham, H. 28, 32, 36

behaviours: digital lives 9; digital well-being 29, 34, 37; Becky 155; Jack 155; Ja...

Cover
Half Title
Title Page
Copyright Page
Dedication Page
Table of Contents
List of Figures
List of Tables
Authors’ introduction
Section One: Being human in a digital world
Section Two: Building a pedagogical model for values fluency
Section Three: Values dilemmas: case study approach
Section Four: A praxis model for digital well-being
Glossary of terms
Index