Scaffolding teacher adaptation by making design intent explicit

Fostering adaptations that are congruent with designers' original intentions is a constant challenge. In this paper, we explore a technology-facilitated means of scaffolding teacher adaptation of curriculum materials design. We found that teachers are able to inspect multiple aspects of connections within and between lessons and the consequences of their modifications. This study informs the design of environments that aim to support mutual understanding between teachers and curriculum designers with respect to curriculum coherence.