ABSTRACT
Technology-rich classrooms (e.g., Groff, 2013) offer new, pedagogical possibilities, new ways of learning, and generate new types of data that can be used both for assessment and for improving teaching and learning (cf. Reimann and Khosronejad, this volume; Pardo, this volume). While these technology- and information-rich classrooms enable 21st Century pedagogy (e.g., Redecker et al., 2011; Sharples et al., 2013), they also place new demands and require new competence of teachers. That is, these data-rich work environments require new knowledge, skills, and abilities to lever the possibilities in and beyond these classrooms. Accordingly, teacher capacity development for using ICT and data for their students’ learning and for their own professional development (cf. Luckin et al., this volume) needs to be fostered.
