A central challenge of developing learning technologies for K-12 classrooms is designing for sustainable use - ensuring that the technology has a lifespan in the classroom beyond the term of a research project or implementation period. This half-day workshop aims to bring together designers, researchers, and educators creating K-12 learning technologies to share and reflect on the challenges and opportunities of designing for sustainable use in classrooms. In the workshop, we seek to develop a set of heuristics to guide designers and provide a context for designing for sustainable use. By sharing the outcomes of this workshop we hope to develop a common language, design goals, and examples of successes and challenges in designing for sustainable use.

Coordinating modeling and real-world data is central to building scientific theories. This paper examines how a complementary focus on modeling and data contributed to 8th grade students' learning of mechanisms underlying wildfire smoke spread in MoDa, a web-based environment that integrates computational modeling side-by-side with real-world data for comparison and validation. Epistemic network analysis of student responses in pre-post tests revealed a shift from primarily macro-level explanations to explanations that integrated macro and micro-level explanations of the phenomenon. Video data analysis revealed three design elements that contributed to student learning: Naming of the blocks, match between data and model visualization, and collective reflections on models. We reflect on implications for the design of environments that integrate computational modeling with real-world data analysis.