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Purpose: To support the work of teachers as designers of technology enhanced learning (TaD of TEL) Approach: Synthesis of research on in classical design fields, instruc3onal design, and teachers' design Conclusion: A framework that can be used: (a) by researchers to study teacher design knowledge and work across projects; and/or (b) by developers and facilitators iden3fying key areas to encourage/support in teacher professional development programs that involve teacher--designers in specific seIngs

There is growing concern over graduating trainee teachers' insufficient level of Information and Communication Technology (ICT) literacy. The main purpose of this research was to describe the nature of trainee teachers' ICT literacy at the beginning of preservice training: (a) to explore the structure and to identify the main components of ICT-related capabilities, and (b) to examine possible relationships between these components. Data from trainee teachers' ICT literacy self-assessment survey were examined using exploratory and confirmatory factor analysis. Two elements of ICT-related general cognitive capabilities and three elements of technical capabilities were identified, respectively: (a) problem solving, (b) communication and metacognition, (c) basic ICT capabilities, (d) analysis and production with ICT, (e) information and Internet-related capabilities. It was found that general cognitive and technical capabilities are two separate areas of ICT literacy; however basic ICT capabilities are an important component of both areas.

This paper discusses the fundamental question of how data‐intensive e‐research methods could contribute to the development of learning theories. Using methodological developments in research on self‐regulated learning as an example, it argues that current applications of data‐driven analytical techniques, such as educational data mining and its branch process mining, are deeply grounded in an event‐focused, ontologically flat view of learning phenomena. These techniques provide descriptive accounts of the regularities of events, but have limited power to generate theoretical explanations. Building on the philosophical views of critical realism, the paper argues that educational e‐research needs to adopt more nuanced ways for investigating and theorising learning phenomena that could provide an account of the mechanisms and contexts in which those mechanisms are realised. It proposes that future methodological extensions should include three main aspects: (1) stratified ontological frameworks, (2) multimodal data collection and (3) dynamic analytical methods.

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