It is nearly ten years since digital skills were set as a mandatory part of the National curriculum in Norway. In 2014, three quarters of upper primary school students in Norway makes use of computers as a part of their everyday lives. Nearly half of them report playing computer or video games at a daily basis, and although the Norwegian classroom can be considered at the forefront of technological adaptation, how the students are exposed to such technologies vary greatly from teacher to teacher. Few teachers report using ICT at a regular basis in their classrooms, and the report Digital skills for everyone? Norwegian results from ICILS 2013 concludes that if teachers are to succeed with improving their students learning through using ICT, they have to be able to combine subjects, pedagogy and their own digital competence. This makes the teachers own position, interests, and knowledge levels responsible for their use of ICT in the classroom. At the time of this study, the Norwegian market for educational technology (edtech) is in full growth, and the hows and whys of using technology for education is debated worldwide. I propose that the making of edtech for the classroom is a Wicked Problem, and I make the case that edtech such as educational games may be a medium where one can introduce the newest findings within research on learning into the formal educational system. Educational games can be used to support teachers through sophisticated learning analytics which make it easier for them to keep a detailed overview of how their students are progressing through a digitally modelled public school curriculum. This is done through investigating the design of the educational game Enki, and redesigning its associated tool for teachers — the Educational Resource Application (ERA). Enki and ERA are then evaluated in detail through a collective case study with five participating schools: further exploring the UX of Enki and ERA through field studies and interviews, where the main research questions include: Why is Enki and ERA used by teachers in the classroom? How is it experienced by teachers and students? How well does it support the teacher? How may it be redesigned to further support teachers?