The Asia-Pacific Education Researcher

, Volume 24, Issue 3, pp 535–543 | Cite as

Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning

  • Joyce Hwee Ling KohEmail author
  • Ching Sing Chai
  • Wong Benjamin
  • Huang-Yao Hong
Regular Article


This conceptual paper argues that to develop students’ twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual framework articulating various TPACK considerations and how these various forms of TPACK can be used as epistemic resources to support design thinking for developing ICT-integrated lessons targeted at twenty first century learning. This framework provides an initial vocabulary for describing how teachers create TPACK through design, which is a critical gap in extant TPACK research. Implications for teachers’ design of ICT-integrated lessons as well as future directions of research are discussed.


Design thinking TPACK Teacher education Twenty first century competencies Twenty first century learning 


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Copyright information

© De La Salle University 2015

Authors and Affiliations

  • Joyce Hwee Ling Koh
    • 1
    Email author
  • Ching Sing Chai
    • 1
  • Wong Benjamin
    • 1
  • Huang-Yao Hong
    • 2
  1. 1.National Institute of EducationNanyang Technological UniversitySingaporeSingapore
  2. 2.Department of EducationNational Chengchi UniversityTaipeiTaiwan

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