DOI: 10.4018/978-1-7998-1461-0.ch004
ABSTRACT
Instructors are encouraged to train their students to be creative, critical thinkers, and innovative fu- ture leaders; unfortunately, most have not been trained in the same way as they are expected to teach.
Instructors need to learn how to inspire innovation and 21st century skills by practicing and teaching those skills themselves. One way to do that is by learning the design thinking process, incorporating it into instruction, and using it to develop students’ knowledge, skills, and attitudes/beliefs (KSABs) in similar ways. Understanding and employing the design thinking process and combining those tools with relevant and authentic instructional technologies can prepare instructors to develop the skills of tomorrow’s workforce, innovators, and future leaders. This chapter discusses the importance of training teachers to use the design thinking process while using the design thinking process to instruct them. Best practices and examples of such professional development are offered.
INTRODUCTION
As a teacher educator of instructional technology and learning design, I encourage my students to look forward - to look beyond today’s skills, tools, and technologies - and prepare their students for the future.
I often begin my courses by asking my students, “What will the world look like in 5 years? In 10? In 20? And what knowledge, skills, and attitudes/beliefs (KSABs) will our students need to be successful
Using Design Thinking
Practices to Create Technology- Driven Adult Professional
Development Programs
Farah L. Vallera Lehigh University, USA
Bashir Sadat Lehigh University, USA
79 Using Design Thinking Practices to Create Technology-Driven Adult Professional Development Programs
when navigating and working in that world?” Now, I cannot take credit for these questions; I first started exploring them after reading Trilling and Fadel’s (2009) book describing the future of 21st century skills.
And truthfully speaking, it has been incredibly hard for us all to contemplate the answers. Regardless, I still encourage my students to consider these questions in preparation for an unpredictable future when designing their lessons and teaching their students.
We do not know what tools and technologies the future will bring us, and we cannot properly predict the skills that we (and our students) will need to use them. We do know, however, that we are not get- ting less technology, we will not become less globally connected, and the pace of technological change, innovation, and integration is more rapid than it ever has been before (Lemoine, Seneca, & Richardson, 2019; McLeod & Graber, 2019; Rosefsky Saavedra & Opfer, 2012). Similarly, technological integration no longer includes simply the consumption of tools that boost productivity and improve our lives. We are now able to interact more deeply and feed information back to their developers. The street has become two-way and consumers are “no longer passive receivers” and users, but stakeholding participants in the planning and design of future technologies and innovations (Leboff, 2014, pg. 101). All of this is important when considering the design of learning and teaching for the future. It appears that encour- aging the development of 21st century skills can help prepare students for such innovation, interaction, and change (Trilling & Fadel, 2009).
I am frequently asked by teachers how to better prepare their students for this unpredictable future filled with change. While I am all too excited to encourage innovation in the curriculum and in class- rooms, primarily with regards to technological integration, there are several issues with the way that educators often approach the subject. All too often, folks believe that technology is a “magic bullet”
(Van Dusen, 1998) - the key to getting students motivated in their learning and that any technological integration will help prepare students for the future. Unfortunately, this is not the case. Technology is indeed an important motivator; the novelty of technology-based activities and lessons can capture students’ attention and engage them in their learning (Keller, 2010; National Academies of Sciences, Engineering, and Medicine [NASEM], 2018). However, if the technology overshadows the learning, is too challenging or complicated to use, or is not interesting or is overly repetitive to them, the students will become distracted by it and learning will not occur (Bayaktar, 2001; NASEM, 2018; Selwyn, 2016;
Vallera, 2019). Similarly, simply integrating technology into existing lessons or activities will not improve 21st century skills, make students technologically competent, or encourage mastery of the subject-matter content (Hamilton, Rosenberg, & Akcaoglu, 2016; Inan & Lowther, 2010; NASEM, 2018). Integration must be performed thoughtfully, with purpose, and with the intention of both motivating and instructing the audience (NASEM, 2018).
The U.S. educational system is not prepared for what students will need to know in the future, and students need more engaging opportunities for deeper learning (Blackley & Sheffield, 2015; McLeod
& Shareski, 2018; Rosefsky Saavedra & Opfer, 2012). Our current “business-as-usual” approach using didactic instruction that includes content delivery through textbooks, lectures, and standardized test- ing does not encourage deep learning and 21st century skills development (Benade, 2017; Blackley &
Sheffield, 2015; Garet, Porter, Desimone, Birman, & Yoon, 2001; Lemoine et al., 2019). Because of the advancements in technology and the availability of information (McLeod & Shareski, 2018), students can find the answers to most questions in their pockets at any time of day or night (Prensky, 2012; Tapscott, 2009). Many students turn to Google, YouTube, and other online resources to gather information or gain skills, and educators must teach students how to evaluate the sources of information for accuracy, cred- ibility, and legitimacy (McLeod & Shareski, 2018; Trilling & Fadel, 2009). Instruction must include an
Using Design Thinking Practices to Create Technology-Driven Adult Professional Development Programs
integrated mix of content knowledge, skills and practices, and the development of appropriate attitudes/
beliefs (Baartman & Bruijn, 2011; Scheer et al., 2012) to train students for the future. Unfortunately, many teachers have not been trained in the ways they must now educate their students, and it is causing them difficulty in their preparation (Lemoine et al., 2019; Muir-Herzig, 2004; NASEM, 2018; Rosefsky Saavedra & Opfer, 2012).
Teachers must participate in teacher education and professional development programs where 21st century skills are embedded, in order to better understand how to embed them in their own classrooms and lessons (Blackley & Sheffield, 2015; Lemoine et al., 2019; Rosefsky Saavedra & Opfer, 2012). They must practice using relevant tools and technologies to inspire their students to gain 21st century skills, as well as prepare them to use or create similar tools in the future (Inan & Lowther, 2010; Instefjord &
Munthe, 2017). Because of the uncertainty of the future, it is important for teacher educators to prepare our teachers for that rapid change in order to equip their students with relevant KSABs to be successful.
Rather than focusing all of our energy on didactic instruction, standardized testing, and using the “cool- est” tool or technology available today, we need to look at what might be coming next. In order to do that, utilizing the design thinking process to train teachers to build future-focused learning can encourage the development of meaningfully integrated lessons and learning environments.
BACKGROUND
A Move to 21st Century Skills and Learning
The world is changing rapidly. Traditional, teacher-centered practices are no longer meeting the needs of our 21st century students (Blackley & Sheffield, 2015; Lemoine et al., 2019; Rosefsky Saavedra &
Opfer, 2012) and new practices are being encouraged. Twenty-first century skills describe a wide array of practices and competencies geared toward preparing individuals for work and careers in the changing landscape of our technology-driven, yet unpredictable, future (Scheer et al., 2012; Trilling & Fadel, 2009).
The most frequently cited skills include creativity, collaboration, critical thinking, and communication, or the 4Cs. This list, however, is not exhaustive. According to Trilling and Fadel (2009), students need additional skills to be prepared for a changing workforce and future driven by technological innovation.
Digital literacy skills including information, media, and information and communication technologies (ICTs) literacies must be taught to students to become “info-savvy, media-fluent, tech-tuned” individuals (Trilling & Fadel, 2009, pg. 61). Additionally, when entering the workplace, students must be “work- ready” and equipped with skills designed to adjust to the changing social and work-based landscape. Flex- ibility and adaptability, initiative and self-direction, social and multicultural competencies, productivity and accountability, and leadership and responsibility will all be necessary in the workplace (Trilling &
Fadel, 2009). In order for teachers to successfully instruct these skills, they must encourage their practice authentically across learning environments (Rosefsky Saavedra & Opfer, 2012).
Unfortunately, many educators have experienced didactic instruction involving lectures, textbooks, and standardized assessments throughout their own educations and may not be prepared to teach their students in different ways (Benade, 2017; Garet et al., 2001; Lemoine et al., 2019). Similarly, they may not be as accustomed to learning with technology and the internet - or searching for information - in the same ways as their students. They may not have experienced career changes or have had to adapt to rapidly changing workplaces and job descriptions. Or they may not have had to work in diverse or
81 Using Design Thinking Practices to Create Technology-Driven Adult Professional Development Programs
globally connected environments. These differences in teachers’ experiences may serve as barriers to 21st century instruction and skills development.
Barriers to Integration of 21st Century Skills, Tools, and Technology
There are several barriers to the adoption, scalability, and sustained reform related to new undertakings that must be overcome in order for initiatives to be successful. Such barriers involve the costs associ- ated with materials and technologies needed to create and maintain initiatives, the teachers’ roles in the implementation and reform process, and the availability of additional resources, training, and experiences (Inan & Lowther, 2010; Instefjord & Munthe, 2017; Muir-Herzig, 2004). One of the largest barriers to the implementation of technology-driven integration and initiatives is cost, or access (Edelson, 2001;
Inan & Lowther, 2010; Instefjord & Munthe, 2017; Muir-Herzig, 2004). Technology costs often keep underfunded districts from incorporating new tools and technologies into their curricula. Even including more technology in the classroom can be an obstacle when school budgets do not allow for the purchase of such tools or the manual support for their implementation and administration (Blumenfeld, Fishman, Krajcik, Marx, & Soloway, 2000; Inan & Lowther, 2010; Muir-Herzig, 2004).
Teachers often have concerns about their roles in new initiatives and methods of teaching, particularly when incorporating technology. They may fear that they are unprepared due to limited time or training or that they are giving up too much of their “control” to students’ own decision making in the classroom (Chang & Wang, 2009; Danielson, 2007; Inan & Lowther, 2010; Lemoine et al., 2019; Muir-Herzig, 2004). However, teachers are the key to sustained reform and such barriers must be removed in order for initiatives to be successful (Lemoine et al., 2019). According to Blumenfeld and colleagues (2000),
“Educators’ beliefs, understandings of the reform, and expertise in carrying it out will influence their reaction to change” (p. 151). Providing teachers with proper professional development, built-in scaf- folding, and additional supports can increase teacher confidence and lessen the amount of time needed to implement more 21st century skills development and technology integration.
Barriers to Successful Learning with 21st Century Skills, Tools, and Technology
Barriers to successful 21st century learning with technology differ from the barriers blocking technology’s integration into learning environments and opportunities. These barriers are often far harder to predict, identify, or overcome. They include using technology that is: 1) too difficult for students to learn, 2) not interesting to the students, or 3) too novel or distracting. Additionally, 4) when access to technology is not equal, 5) when access is not equitable, and 6) when simply swapping one tool for another, learning may not occur. These issues relate not only to students’ learning with the tool or technology, but also to corresponding 21st century skills.
While implementing the newest applications and software demonstrate the instructor’s willingness to explore technology, some technologies are too difficult to use in the classroom (Selwyn, 2016). These difficulties may involve the students’ age levels, skill levels, or even their fine motor skills or they may be based solely on the tool’s complexity. Some students may develop critical thinking and problem solving skills to navigate those tools, but many may not be prepared or successful. Similarly, many tools may not interest the students or improve their learning. For instance, I had a group of undergraduate students in a course on American minority relations create interactive timelines to demonstrate the plights of certain
Using Design Thinking Practices to Create Technology-Driven Adult Professional Development Programs
groups of individuals in the U.S. They used a tool that was complicated and did not interest them. Fol- lowing the activity the students mentioned that creating the timeline did not improve their learning about the groups and they were not motivated by the tool itself. Additionally, their digital and media literacy skills throughout the investigation and activity were not improved because of the issues with the tool.
Using tools that are “too cool” or novel with student audiences can also impede learning. While edu- cators are often encouraged to create and include novel experiences in learning environments to motivate students (Keller, 1983), overusing them can lose their effectiveness (Bayaktar, 2001; NASEM, 2018;
Vallera, 2019). For example, a group of fourth grade students received a set of iPads to walk through an integrated STEM and agriculture project-based learning curriculum and its corresponding eBook.
This group of students had not had iPads in their classrooms before and simply having the technology resulted in interactive videos playing all at once, navigation outside of the eBook to other applications, and an overwhelming number of selfies. Students’ learning was impeded because the technology was too engaging, and project-based, 21st century skills involving collaboration, creativity, and critical thinking were hindered because of the technology’s novelty.
Issues of equality and equity also impact 21st century learning with technology. When students do not have equal access to devices, bandwidth, or similar learning opportunities with tools and technology as their peers, their learning may suffer. According to a recent Pew Research Center Study (Anderson &
Kumar, 2019), a large portion of lower-income Americans still do not own smartphones, tablets, or have broadband internet services in their homes. Sending students home with activities that involve such tools or services will not encourage their learning. Furthermore, equity still plays a huge role in access. In some
“bring your own device” (BYOD) programs, students’ economic status is displayed by the devices they bring. Some may have the newest technologies, while others have outdated “hand-me-downs.” Twenty- first century skills development related to social and cross-cultural competence may be impeded when diversity and differences related to socio-economic status and social class impact learning opportunities.
Finally, there has been a big push for teachers and teacher educators to follow technology integration models and frameworks, such as SAMR and TPACK; however, these models do not necessarily contribute to the transformation of learning and often do not get further than augmenting projects with new tools or technologies (Cherner & Curry, 2017; Hamilton et al., 2016). Simply swapping out written work for digital tools does not impact learning and digital literacy skills will not likely be improved.
PREPARING OUR TEACHERS
Educators must learn how to instruct their students for the future. However, to overcome the barriers to the implementation of 21st century skills and technological integration, teacher educators must do several things. Teacher educators must prepare teachers to be 21st century learners, technological integrators, and flexible and adaptable leaders prepared for future-focused educational change (Blackley & Sheffield, 2015; Lemoine et al., 2019). They must encourage future teachers to develop learning environments where 21st century skills development and technological integration are seamless, thoughtfully planned, and designed with the audience in mind. Additionally, they must instruct teachers in ways that meet their needs as adult learners. These are challenging goals to meet when teachers and teacher educators may not have been instructed in similar fashions, and when professional development does not replicate the learning their students must undertake.
83 Using Design Thinking Practices to Create Technology-Driven Adult Professional Development Programs
Professional Development Programs
According to Guskey (2002), “Professional development programs are systematic efforts to bring about change in the classroom practices of teachers, in their attitudes and beliefs, and in the learning outcomes of students” (pg. 381). Professional development programs can take many shapes, but there is no agreed upon list of administration practices. Some definitions include in-service workshops, conferences, and seminars, while others include informal and social learning that takes place among colleagues in hall- ways and lunchrooms (Desimone, 2009). Whatever the case, most studies of professional development aim to identify the links between the “design of professional development, teachers’ learning during professional development activities, and subsequent changes in classroom practice” (Penuel, Fishman, Yamaguchi, & Gallagher, 2007, pg. 923).
Thoughtfully designed professional development programs should instruct teachers as though they were their learners (Borko, 2004; Penuel et al., 2007), include professional learning communities (Borko, 2004), and engage teachers intrinsically (Guskey, 2002). They can also encourage the development of 21st century skills if they are embedded into the programs meaningfully. Garet and colleagues (2001) found that “sustained and intensive professional development is more likely to have an impact...than is shorter professional development….[and] that professional development that focuses on academic subject matter (content), gives teachers opportunities for ‘hands-on’ work (active learning), and is integrated into the daily life of the school (coherence), is more likely to produce enhanced knowledge and skills” (pg.
935). Additionally, recognizing and acknowledging the needs of adult learners in professional develop- ment programs can improve their overall effectiveness.
Adult Learning, or Andragogical, Practices
Adults learn differently than younger students (Blackley & Sheffield, 2015; Knowles, 1980; Merriam, 2001). It was not until the late 1960s that educators started paying attention to those differences and de- signing learning in accordance with their more “mature” audiences’ needs (Blackley & Sheffield, 2015).
Adult learners want to take an active role in their learning, evaluation, and feedback processes and prefer to plan their pathways throughout their courses of study (Vallera & Lewis, 2019). They are considered far more self-directed, motivated, and ready to learn than their younger counterparts (Knowles, 1980).
Additionally, adults hope to apply their learning immediately and want to incorporate their personal experiences into their learning processes (Knowles, 1980).
Taking these assumptions into consideration when designing learning can help create environments that are motivating and relevant to adult learners (Blackley & Sheffield, 2015; Knowles, Holton, &
Swanson, 2015). As with technology and 21st century skills, not all teacher educators, teacher trainers, or professional development instructors may have been trained to teach adult learners. This is inherently problematic if their instruction is more teacher-centered or geared more toward younger learners’ needs.
Additionally, it is irresponsible practice for designers and teacher educators to assume they know what is best for adult students without first asking them. They may end up setting learners up for failure, creating demotivating learning environments, or instructing things they do not care about or already know. Us- ing a human-centered approach to the design of instruction can help develop welcoming environments and thoughtfully planned instruction for adults. Design thinking practices can provide a framework for meeting the needs of adult learners and designing effective programs.