ABSTRACT
This chapter considers the complexity thinking and knowledge of the characteristics of complex systems important facets of professional development for both K-12 teachers and teacher educators. It provides historical and current illustrations of Complexity changes, most of which are drawn from the experiences of teachers, teacher educators, and researchers in the UK, the United States, and Aotearoa New Zealand. The chapter describes a theoretical model that educators can use as an additional tool during professional development focused on helping colleagues and students adopt innovative digital tools. The model is "concerns-based" and developed from a number of similar models that came before it. Each of these models focuses on the stages of professional development that lead to an educator adopting and/or rejecting a digital tool. The chapter presents how the information derived from the model can be viewed from within the Arena framework.
