Design Thinking in Future Teachers Training

Abstract

Innovation in education entails not only the incorporation of technological tools and applications, but also the implementation of methodologies that could break the inertia and incorporate processes of Divergent Thinking. Future teachers must be creative professionals capable of developing professional activities to improve and not only to replicate the social experience in order to create new learning experiences. In this way, the main aim of our work was to explore how the use of Design Thinking Methodology improves learning processes in a group of 75 college students of the Primary Education Degree. This group of students, divided into 21 smaller working groups, created different educational videos and multimedia design projects through Design Thinking methodology. They were also encouraged to use Social Networks (specifically Instagram) to present and publicize the progress they were making on their work, in order to obtain feedback from their classmates. All the projects developed were related to three thematic areas: Art for everyone; Attention to diversity and Making great neighborhoods. At the end of the creation process, we analysed the students’ perception of how the design thinking methodology helps them through their learning process. Based on an ad hoc questionnaire, the impact of the use of Design Thinking in the learning process and its influence on variables such as motivation, communication, creativity, among others, was studied. The results show that the use of this methodology had a positive impact on practically all the variables, facilitating and optimizing the learning process of future teachers.

Exploring e-tutors teaching of the design process as content knowledge in an Open and Distance e-Learning environment

“…At the same time, the results about the design step differ from the investigation stage which is a good sign and key about the step which is the same as (Goldstein et al 2018;Walker et al 2018). The results are similar to Ortega-Tudela et al (2021) who found out that future teachers showed creativity in order to address problems emanating from the design step activities.…”

“…There is commonality between these results and those of (Hynes et al 2017;O'Brien et al 2016;Paganelli et al 2016) that there was a general struggle for teachers to effectively integrate the making design step into their classrooms. The last step (communicate) produces some positive results about the performance of their e-tutors and reported that their e-tutors contribute positively to the communicate stage (last step) of the design process and agree with Ortega-Tudela et al (2021). These positive results were congruent to the Connectivist theory which grounded the study.…”

“…Whilst a similar study based on the design step by Mesutoglu and Baran (2020) was able to affirm that teachers did not frequently engage in revisiting multiple design steps and also that they showed lower level understanding of possible solutions and constraints about a product. In view of what is highlighted from Lin et al (2021); Mesutoglu and Baran, (2020) studies, a contrasting study by Ortega-Tudela et al (2021) found that future teachers showed creativity to address problems emanating from the design step activities. Addressing problems in this section equates to what was earlier identified in (Goldstein et al 2018;Walker et al 2018) as a key aspect to effectively identify pros and cons in the design step.…”

La competencia mediática del alumnado universitario para crear contenidos digitales

“…En cuanto al alumnado universitario, muestra mayor nivel de competencia en la tecnología, debido a su habilidad en la utilización de la tecnología móvil, y los procesos de producción, a diferencia del lenguaje, una dimensión que considera necesaria, los procesos de interacción, en la que demuestra tener conocimientos sobre la dependencia tecnológica, la ideología y los valores, que se trabajan en experiencias aisladas, y la estética, en la que muestra menor nivel de desempeño (Aparicio et al, 2020;Ortega-Tudela et al, 2015). La formación recibida por los futuros profesionales de la educación influye en su nivel de competencia mediática en la práctica docente (Álvarez-Arregui et al, 2017).…”