Teachers as designers of TEL interventions

One of the core activities teachers perform as part of their professional practice is conceptual and practical planning of classroom activities, or, more generally, of educational interventions. This is a complex, demanding, problem‐solving activity, entailing consideration of all the factors at play, including learning objectives, student‐related variables and contextual constraints as well as available resources. The interplay between these variable elements informs teachers’ decision making: a process aimed at creating a coherent, manageable plan, responding effectively to learners’ needs—insofar as these can be determined a priori. The process is especially challenging in preparation of TEL (Technology‐Enhanced Learning) interventions, which are potentially more complex endeavours, involving careful consideration of more open and dynamic elements and a number of additional actants.