Computer support collaborative learning (CSCL) has been studied in multiple theoretical dimensions which overlapped and merged at different point such as (i) The cognition process and development of students which points towards what we commonly refer to as 21st century competencies; (ii) The interactions between teacher-students-content & environment; (iii) the pedagogical scaffolds for teachers; (iv) seamless virtual and physical, in-and out-of-class environments, and (v) culture and norms of the macro-environment. With such varied lens, there emerged different quantitative and qualitative analysis and interpretation for CSCL, all contributing to the field of CSCL practice and technology. The aim of this panel is to bring together a conversation to consolidate various perspectives and seek a holistic view of “indicators” of CSCL process for practitioner. We hope to focus the outcome specifically on indicators that inform the design and enactment of teachers’ CSCL classroom. The panel will explore connections and impacts of these aspects in the successful CSCL in a teacher-researcher team. We will close the panel by discussion this question-design-indicator framework on our a particular CSCL initiative in Singapore called ‘‘Knowledge Building Community (KBC)’’, which purpose was to promote collaborative learning discussions between teachers and students.