This paper describes our experience using design ethnography to support educational leaning making that informs the design and development of a digital language application.
Our participatory, multi-year, ethnographic inquiry helped us understand the curricular, pedagogical, technological, and administrative elements circulating in a public elementary school classroom. Herein, we outline the opportunities and obstacles we encountered as we continue to make meaning out of the creative and participatory classroom literacy practices
and work to apply our emerging understandings to the design and development of educational technologies.
Also available here: https://docs.google.com/file/d/0B53zfPTjFPYdbVp3eHFjNmNGUlU/edit?usp=sharing