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(2019). Modes of Teacher Participation in the Digitalization of School. Designs for Learning, 11(1),63–71 . DOI: [https://doi.org/10.16993/dfl.109](https://doi.org/10.16993/dfl.109)  \n\n| RESEARCH\u003Cbr>Modes of Teacher Participation in the Digitalization of School\u003Cbr>Lone Dirckinck-Holmfeld*, Bertil Johannes Ipsen†, Andreas Lindenskov Tamborg†, Jonas Dreyøe†, Benjamin Brink Allsopp† and Morten Misfeldt† |\n| --- |\n| Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, asthe increased digitalization of many education sectors demands. Drawing on experiences from two largescale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies. |\n| Keywords: Participatory data design; future workshops; educational technology; teacher participation; digitalisation |\n\nIntroduction  \nIn recent years, many European countries have increased investment in digital technologies and platforms for educational purposes (Johnson, Adams Becker, & Hall, 2015), reflecting the positive aspiration or belief that digital learning platforms can enhance student learning (Edmunds & Hartnett, 2014; Lu & Law, 2012; Psycharis, 2013), streamline teachers’ work (KL, Ministry of Education, Ministry of Finance, & Ministry of Children, Gender Equality, Integration and Social Relations Ministry of Economy and Home Affairs, 2014; Johansson & Glauman, 2014) and support teachers in the collaborative production, sharing and development of teaching materials (Gueudet, Pepin, Sabra, & Trouche, 2016) . However, thereis evidence that exploiting the potential of such platforms poses significant challenges. First, teachers often find that the available functionalities lack epistemic value, and that these tools add to their workload rather than saving time (Underwood & Stiller, 2014) . Additionally, teachers often express concerns about inadequate information and their own lack of involvement in how platforms could and should be implemented (Lochner, Conrad, & Graham, 2015) . Many studies have argued the need for greater teacher involvement and participation in deciding what functionalities and technologies such platforms should include, and how they should be designed and implemented (Lochner et al., 2015; Tamborg, Bjerre, Andreasen,  \n* Department of Communication and Psychology, Aalborg University, DK  \n† Department of Learning and Philosophy, Aalborg University, DK Corresponding author: Lone Dirckinck-Holmfeld ([lone@hum.aau.dk](lone@hum.aau.dk))  \nAlbrechtsen, & Misfeldt, 2017) . The present paper drawson experiences from two large participatory research projects exploring these issues in a Danish context. The first method is participatory data design (PDD) (Jensen, Madsen, Misfeldt, Munk, & Tamborg, 2017), which involves teachers in the selection, visualization, and interpretation of data to be included in a digital learning platform prototype (Misfeldt, 2016) . The second is the future workshops (FW) approach (Jungk & Müllert, 1984), which was used to support the mandatory implementation of learning platforms in Danish elementary schools (Misfeldt et al., 2018) . These two approaches are analyzed within the communities of practice (COP) framework (Wenger, 1998) to investigate how such communities can be cultivated and sustained (Wenger, McDermott, & Snyder, 2002) . The paper explores how PDD and FW invite for aliveness in the communities of practice involving teachers in the design, ","cbCaiqAEoxKwUPgV","https://ap.wps.com/l/cbCaiqAEoxKwUPgV","pdf",941027,"English","# Introduction\n# The Danish curriculum and learning platforms\n## Danish curriculum goals and structure\n# Participatory approaches for teacher involvement\n## Participatory data design (PDD)\n## Future workshops (FW)","[{\"question\":\"What problem does the paper address about teacher participation in digital education?\",\"answer\":\"Teachers often lack meaningful epistemic value in existing platform features and may experience increased workload. They also report concerns about insufficient information and limited involvement in how platforms are implemented.\"},{\"question\":\"Which two approaches are analyzed to involve teachers in platform design and implementation?\",\"answer\":\"The paper analyzes participatory data design (PDD) and the future workshops (FW) approach, both used to engage teachers in shaping digital learning platforms.\"},{\"question\":\"How does the communities of practice framework relate to the paper’s analysis?\",\"answer\":\"The communities of practice (COP) framework is used to investigate how communities can be cultivated and sustained, focusing on how PDD and FW help create active participation among teachers.\"}]","Modes of Teacher Participation in the Digitalization of School | PDF",1792091836,23]