Conference Agenda

This study examines how secondary school teachers integrate GenAI into the design of learning activities after participating in a targeted training program. Using a qualitative design, approximately 30 teachers redesign a previously used learning situation by incorporating a structured framework that regulates students use of GenAI. Data are collected through pre- and post-design artifacts and semi-structured interviews. The analysis focuses on identifying the dialogical dynamics underlying teachers decision-making, exploring how different voices, such as institutional expectations, pedagogical beliefs, prior experience, and emerging technological affordances, interact, conflict, and become integrated in the design process. The study also examines how GenAI itself may function as a new “voice” within the self, influencing instructional choices and representations of learning. This research contributes to DST by extending its application to the domain of educational technology design, an area still underexplored. It provides empirical evidence on how dialogical processes operate in real educational contexts when professionals face disruptive tools such as GenAI. Furthermore, it offers insights into how structured frameworks can mediate these dialogical processes, supporting more reflective and intentional pedagogical integration of technology