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Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in education, it is of utmost importance to engage them in a participatory design process. Adopting a case study methodology, we aim to reveal in what ways teachers work as participatory designers and define conditions that support teachers in that. Two initiatives of participatory design in Canada and Singapore were investigated. Design materials, transcripts of design meetings, and interviews with teachers were qualitatively analyzed. Case study 1 (Canada) showed that two teachers participating in software design for an astronomy curriculum contributed by suggesting new design features, introducing pedagogical requirements, and providing feedback on prototypes or design ideas. It appeared essential that …