The use of new technologies such as learning analytics by teachers is challenging due to the changes they bring to teachers’ practices and their pedagogical interventions. A design approach into teaching has been proposed for mapping pedagogy with technology to effectively integrate these changes. However, limited collective approaches exist in which teachers participate in professional communities to build knowledge for the design and implementation of learning scenarios with learning analytics. In this paper, we propose a framework (CIDA) for collective inquiry in such professional communities of teachers. Based on other collective inquiry frameworks for knowledge building, we propose three interconnected components: the inquiry process, the collective process, and technological support to facilitate and study teachers´ design practices in technological environments. We explain the framework with examples of implemented technologies and present empirical results of three cases; two High schools and a Massive Open Online Course (MOOC). Results inform further how our framework can be implemented in practice and its required supports to facilitate knowledge building for inquiry communities of teachers.

DHL is a Serra Húnter Fellow. This work has been partially funded by “la Caixa Foundation” (CoT project, 100010434); by the European Regional Development Fund and the National Research Agency of the Spanish Ministry of Science, Innovation and Universities, under project grants TIN 2014-53199-C3-3-R, TIN2014-53199-C3-2-R, TIN 2017-85179-C3-2-R, TIN 2017-85179-C3-3-R, MDM-2015-0502