Design Thinking for Digital Well-being Theory and Practice for Educators

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.

Authors' Introduction

Section 1: Being Human in a Digital World

Chapter 1: Our Digital Lives: Living, Learning and Thriving in a Dynamic Digital World

Orla Murphy

Chapter 2: Digital Competences: A foundational digital literacy for all

Orla Murphy

Chapter 3: Digital Wellbeing

Anne Jones, Rachel Sandford and Fiona C. Chambers

Chapter 4: Values fluency as a key skill for young people within the digital age

Rachel Sandford

Section 2: Building a Pedagogical Model for Values Fluency

Chapter 5: Design Thinking: Empowering Teachers to educate for Digital Wellbeing

Fiona C. Chambers

Chapter 6: Developing the Values Compass

Fiona C. Chambers

Chapter 7: Implementing the Values Compass: Application to Values Dilemmas

Fiona C. Chambers

Section 3: Values Dilemmas: Case Study Approach

Chapter 8: Information and Data Literacy: Understanding and navigating data for digital literacy

Orla Murphy

Chapter 9: Communication and Collaboration: The global and connected citizen

Fiona C. Chambers

Chapter 10: Digital Content Creation: Anytime, anyplace, anywhere?

Orla Murphy

Chapter 11: Safety: Protecting Health and Wellbeing

Anne Jones and Rachel Sandford

Chapter 12: Problem Solving: Problems as possibilities for learning

Rachel Sandford

Section 4: Praxis Model for Digital Wellbeing

Chapter 13: A Praxis Model for Digital Wellbeing

Fiona C. Chambers

Appendix: myers-briggs type indicator

Katherine C. Briggs and Isabel Briggs Myers

Glossary of Terms

Anne Jones

Fiona C. Chambers is 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.