Design thinking for digital wellbeing : theory and practice for educators / Fiona C. Chambers, Anne Jones, Orla Murphy and Rachel Sandford.
By: Chambers, Fiona C [author.]
.
Contributor(s): Jones, Anne [author.] | Murphy, Orla [author.] | Sandford, Rachel [author.].
Material type: 
BookPublisher: Abingdon, Oxon ; New York, NY : Routledge, 2019Copyright date: ©2019Description: xiii, 202 pages, illustrations, 25 cm.Content type: text | still image Media type: unmediated Carrier type: volumeISBN: 9781138578074 (paperback).Subject(s): Education -- Effect of technological innovations on | Computer literacy | Internet literacyDDC classification: 371.33 CHA | Item type | Current library | Call number | Status | Barcode | |
|---|---|---|---|---|---|
| General lending | MTU Kerry North Campus Library First Floor Main | 371.33 CHA (Browse shelf(Opens below)) | Available | 38888000960140 |
Enhanced descriptions from Syndetics:
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-beingdeals 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.
Includes bibliographical references and index.
Section 1. Being human in digital world -- Our digital lives: living, learning and thriving in a dynamic digital world -- Digital competences: a foundational digital literacy for all 3 -- Digital well-being -- Values fluency as a key skill for young people within the digital age -- Section 2. Building a pedagogical model for values fluency -- Design-thinking: empowering teachers to educate for digital well-being -- Personal values compass -- Implementing the personal values compass: application to values dilemmas -- Section 3. Values dilemmas: case study approach -- Information and data literacy: navigating data, information, knowledge and meaning -- Communication and collaboration: the global and connected citizen -- Digital content creation: anytime, anyplace, anywhere? -- Safety: protecting health and well-being -- Problem-solving: problems as possibilities for learning -- Section 4. A praxis model for digital well-being -- A praxis model for digital well-being.
Author notes provided by Syndetics
Fiona C. Chambersis a Senior Lecturer in Sports Studies and Physical Education. She is the current Secretary General of AIESEP (Association Internationale des Écoles Supérieures d'Éducation Physique).
Anne Jones is a Home Economics and SPHE teacher in St Colmans Community College, Midleton, Co. Cork. Anne has previously been seconded to the National Induction Programme for Teachers (NIPT) , as the Post-Primary Team Leader and as Regional Manager to the SPHE Support Service in the Republic of Ireland.
Orla Murphy is a University College Cork Lecturer in the Republic of Ireland; the Irish National Coordinator for DARIAH-EU (Digital Research Infrastructures for the Arts and Humanities) a European Research Infrastructure Consortium.
Rachel Sandford is a Senior Lecturer in the School of Sport Exercise and Health Sciences at Loughborough University, UK.