ABSTRACT
In this resource, Conole has collected together some frameworks which can be used to guide teachers through the design process. Previous chapters have shown how research into how teachers create, visualise and share designs has uncovered the complexity of this process and the need to understand design as a social practice. Alongside this research, there has been increasing interest in supporting design as a collaborative process which takes place within a disciplinary and institutional context. These frameworks presented here provide support for key decisions (e.g. what technologies to use, what activities to run), and emphasise different choices depending on their conceptual underpinnings and the scenarios in which they could used.
