Teachers as designers. Presentation during an invited session

Joke Voogt, Susan McKenney, Yael Kali, Alain Breuleux, Rebecca Cober, James D. Slotta, Bat Sheva Eylon, Rebecca Itow, Karen Könings, Therese Laferrière, Marcia C. Linn, Lina Markauskaite, Richard Reeve, Ornit Sagy, Hyo Jeong So, Vanessa Svihla, Esther Tan, Camillia Matuk

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


Design of (technology-enhanced) learning activities and materials is one fruitful
process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher involvement in design partnerships with researchers impacts the quality of the artifacts created, their implementation, and ultimately, student learning. This session speaks to that need by bringing together diverse researchers who, together with practitioners, have explored various affordances of (technology-enhanced learning) design activities for facilitating teaching, learning, curriculum innovation and teacher professional development.
Original languageEnglish
Title of host publicationLearning and becoming in practice
Subtitle of host publicationThe International Conference of the Learning Sciences (ICLS) 2014
EditorsJ. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. D'Amico
Place of PublicationBoulder, CO
PublisherInternational Society of the Learning Sciences
Number of pages1
StatePublished - 2014


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