ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book brings together learning sciences perspectives on what teachers need to know and be able to do to support students’ learning, teachers’ learning processes during various forms of co-design, and learning processes for teachers and other participants engaged in designing for systemic change. It looks at ways in which technology-based data analytic tools can assist teachers in noticing and interpreting students’ behavior in real time, thereby allowing them to make adjustments to facilitate collaborative inquiry within student groups. The book presents case studies of design-centric RPPs, illustrating different configurations of how teachers work and learn as co-designers within larger networks alongside researchers, administrators, and technology developers, and the associated challenges of engaging teachers in these ways.
