To identify factors that can contribute toward supporting educator adoption of digital technologies beyond the emergency remote teaching response to COVID‐19, we investigated how teachers’ motivation and abilities related to the use of digital technologies for teaching changed since the onset of the pandemic. Two surveys and interviews were conducted with school teachers in Spain. The first survey was completed at the onset of the COVID‐19 lockdown, the second survey and interviews in the weeks leading up to the school year that followed. Survey questions were from SELFIE and the Work Tasks Motivation Scale for Teachers. Moreover we analysed the type of advice teachers sought on Twitter during the lockdown and post‐lockdown periods. Results indicate that teachers believe their proficiency in using digital technologies for teaching has improved. Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and for communicating with students and families has increased along with teacher motivation to improve their digital skills and use digital technologies for teaching. Teacher advice seeking on Twitter seemed to shift from serving immediate instructional needs to focussing on professional development and the creation of their own digital content. Practitioner notes: What is already known about this topic There is a need to enhance educator digital skills and competences for a digital transformation of education. The emergency remote teaching response to COVID‐19 made educators increase their usage of technology. What this paper adds Teachers’ motivation and abilities related to the use of digital technologies for teaching have changed since the onset of the pandemic. Teachers believe their proficiency in using digital technologies for teaching has improved. Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and communication has increased. Teacher motivation to use digital technologies in their teaching practice increased during the pandemic. Teacher advice seeking on Twitter shifted from serving immediate instructional needs to focusing on professional development and the creation of their own digital content. Implications for practice and/or policy COVID‐19 has rapidly advanced teacher digital skills and has altered their relationships with digital technologies for teaching and learning. Teachers have acquired a range of new experiences related to using digital technologies for teaching from which future initiatives can build upon.

The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision‐making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes.

Recent research suggests that training teachers as learning designers helps promote technologyenhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up fulllifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices.This research has been partially supported by the European Union (project 531262-LLP-2012-ES-KA3-KA3MP), by the Spanish Ministry of Economy and Competitiveness (projects TIN2011-28308-C03-02, TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R, MDM-2015-0502), the Regional Government of Castilla y León (projects VA277U14 and VA082U16) and RecerCaixa