Technology-Enhanced Design Thinking
Technology-Enhanced Design Thinking
There are a number of approaches to design thinking. Most involve three main aspects: defining a problem from the perspective of the user; generating a wide array of potential solutions; and experimenting or prototyping to select the best solution for the user’s needs (Adams & Nash, 2016; Brown, 2009; Martin, 2009).
We apply Stanford’s dschool model (https://dschool.stanford.edu/) in this research partnership, including the stages Empathize->Define->Ideate->Prototype->Test.
Our industry partnership synergistically builds upon the research and development skills of applicants and the partner organization. Providing training in design thinking for teacher education candidates and for their students intentionally engages future leaders in thoughtfully shaping the beneficial, ethical use of 3D printing, robotics, and artificial intelligence in schools serving all demographics and in society at large.
Based in Kitchener, Ontario, InkSmith is currently working with dozens of school boards, library systems and post-secondary institutions across Canada to implement 3D printing, design thinking and robotics. Their solutions include 3D printers, robotics kits, Ontario Ministry of Education-aligned STEAM curriculum packages, professional development for educators, interactive workshops for students, printing materials, software, technical support and other peripheral equipment.
There are a number of approaches to design thinking. Most involve three main aspects: defining a problem from the perspective of the user; generating a wide array of potential solutions; and experimenting or prototyping to select the best solution for the user’s needs (Adams & Nash, 2016; Brown, 2009; Martin, 2009).
We apply Stanford’s dschool model (https://dschool.stanford.edu/) in this research partnership, including the stages Empathize->Define->Ideate->Prototype->Test.
Our industry partnership synergistically builds upon the research and development skills of applicants and the partner organization. Providing training in design thinking for teacher education candidates and for their students intentionally engages future leaders in thoughtfully shaping the beneficial, ethical use of 3D printing, robotics, and artificial intelligence in schools serving all demographics and in society at large.
Based in Kitchener, Ontario, InkSmith is currently working with dozens of school boards, library systems and post-secondary institutions across Canada to implement 3D printing, design thinking and robotics. Their solutions include 3D printers, robotics kits, Ontario Ministry of Education-aligned STEAM curriculum packages, professional development for educators, interactive workshops for students, printing materials, software, technical support and other peripheral equipment.
Publications
Hennessey, E.s, & Mueller, J. (2020). Teaching and learning design thinking (DT): How do educators see DT fitting into the
classroom? Canadian Journal of Education, 43(2), 498-521.
Willard-Holt, C., Mueller, J., Hennessey, E.s, Oosenbrug, E. s, & Repp, C. s (2018). Technology-
enhanced design thinking (DT): What impact does a course of technology and design thinking have on pre-service teachers’
ability to develop lessons and assessment tools? Proceedings of Global Education, Teaching & Learning Conference,
Dubrovnik, Croatia. Best Paper Award
Wood, E., De Pasquale, D. s, Mueller, J., Archer, K. s, Zivcakova, L. s, Walkey, K. s, & Willoughby, T.
(2016). Exploration of the relative contributions of domain knowledge and search expertise for conducting internet searches.
The Reference Librarian, on-line. DOI:10.1080/02763877.2015.1122559
Figg, C., Kamini, J. & Mueller, J. (2011). Three Perspectives on Technological Pedagogical and
Content Knowledge: Framing Technology Education using TPACK. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for
information Technology & Teacher Education International Conference 2011 (pp. 926-928). Chesapeake, VA: Association for the
Advancement of Computing in Education (AACE). Retrieved July 1, 2015 from http://www.editlib.org/p/36402.
Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating computer technology
in early childhood environments: Issues raised by early childhood educators. Alberta Journal of Educational Research, 54(2),
210-226.
Wood, E., Mueller, J., Willoughby, T., Specht, J., & DeYoung, T.c (2005). Teachers’
perceptions: Barriers and supports to using technology in the classroom. Education, Communication, and Information, 5, 183
206.
classroom? Canadian Journal of Education, 43(2), 498-521.
Willard-Holt, C., Mueller, J., Hennessey, E.s, Oosenbrug, E. s, & Repp, C. s (2018). Technology-
enhanced design thinking (DT): What impact does a course of technology and design thinking have on pre-service teachers’
ability to develop lessons and assessment tools? Proceedings of Global Education, Teaching & Learning Conference,
Dubrovnik, Croatia. Best Paper Award
Wood, E., De Pasquale, D. s, Mueller, J., Archer, K. s, Zivcakova, L. s, Walkey, K. s, & Willoughby, T.
(2016). Exploration of the relative contributions of domain knowledge and search expertise for conducting internet searches.
The Reference Librarian, on-line. DOI:10.1080/02763877.2015.1122559
Figg, C., Kamini, J. & Mueller, J. (2011). Three Perspectives on Technological Pedagogical and
Content Knowledge: Framing Technology Education using TPACK. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for
information Technology & Teacher Education International Conference 2011 (pp. 926-928). Chesapeake, VA: Association for the
Advancement of Computing in Education (AACE). Retrieved July 1, 2015 from http://www.editlib.org/p/36402.
Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating computer technology
in early childhood environments: Issues raised by early childhood educators. Alberta Journal of Educational Research, 54(2),
210-226.
Wood, E., Mueller, J., Willoughby, T., Specht, J., & DeYoung, T.c (2005). Teachers’
perceptions: Barriers and supports to using technology in the classroom. Education, Communication, and Information, 5, 183
206.
Project Team Members
Dr. Julie Mueller
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Eden Hennessey
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