Konstantinos Michos

TL;DR: This paper empirically examines if a teacher inquiry model, as a tool for systematic research by teachers into their own practice, facilitates the connection between the design and data‐informed reflection on TEL interventions in two school communities.

TL;DR: This paper investigates communities of teachers who used a social learning design platform (ILDE) and proposes five design principles for supporting awareness in learning design communities, namely community context, practice-related insights, visualizations and representations, tasks and community interests.

TL;DR: A framework (CIDA) for collective inquiry in professional communities of teachers based on other collective inquiry frameworks for knowledge building with three interconnected components: the inquiry process, the collective process, and technological support to facilitate and study teachers’ design practices in technological environments is proposed.

TL;DR: The design, implementation, and evaluation of a teacher-facing dashboard that supports teachers in orchestrating scripted collaboration are presented and indicate that teachers found the information on the dashboard to be actionable and help facilitate just in time support to student groups.

TL;DR: Results of this study suggest that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped.