Abstract
ABSTRACT Using digital technologies in teaching and learning is a complex endeavour, and mixed evidence of impact suggests further consideration of related professional learning and development (PLD) is needed. In this endeavour, and more broadly, there are growing calls to frame PLD as complex. Kathryn Strom and Kara Viesca proposed in 2021 a complex framework of teacher learning-practice and called for more research. In response, this paper presents an exploratory case study of a year-long project during which 24 teachers from three primary schools in Australia used design thinking to explore promising new teaching and learning practices with digital technologies. The findings identify the complexities of teacher learning-practice and highlight the assemblage of entangled elements. They also illustrate how design thinking is an actionable approach to embracing the complexities of teacher learning-practice.
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