Search results for author:"Sandrine Turcotte"
Total records matched: 9 Search took: 0.097 secs
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Computer-Supported Collaborative Inquiry in Remote Networked Schools
Sandrine Turcotte
(2008) pp. 1–231
This study addressed computer-supported collaborative scientific inquiries in Remote Networked Schools. Three dyads of grade 5-6 classrooms from remote locations collaborated using the knowledge-buildng tool Knowledge Forum. Customized scaffold...
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Computer-Supported Collaborative Inquiry on Buoyancy: A Discourse Analysis Supporting the "Pieces" Position on Conceptual Change
Sandrine Turcotte
Journal of Science Education and Technology Vol. 21, No. 6 (December 2012) pp. 808–825
This article describes in detail a conversation analysis of conceptual change in a computer-supported collaborative learning environment. Conceptual change is an essential learning process in science education that has yet to be fully understood....
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Necessary conditions to implement innovation in remote networked schools: The stakeholders’ perceptions
Sandrine Turcotte; Christine Hamel
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)
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Necessary conditions to implement innovation in remote networked schools: The stakeholders’ perceptions
Sandrine Turcotte; Christine Hamel
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)
Remote Networked Schools (RNS) is an initiative by the Quebec Ministry of Education, Leisure and Sports (MELS) to investigate solutions that the use of information and communication technologies (ICT) can offer for the preservation of small rural...
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Just-in-time online professional development activities for an innovation in small rural schools
Christine Hamel; Stéphane Allaire; Sandrine Turcotte; Sandrine Turcotte
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 3 (Nov 12, 2012)
This article describes the just-in-time online professional development offered to teachers in the Remote Networked Schools (RNS), a systemic initiative funded by the Quebec Ministry of Education (Canada), which aims at enriching the learning...
Language: English Translations: English, français, langue française/French
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Integration of an Online Discussion Forum in a Campus-based Undergraduate Biology Class
Sandrine Turcotte; Thérèse Laferrière; Thérèse Laferrière
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 30, No. 2 (Jun 15, 2004)
This research paper describes the use of computer mediated conferencing (CMC) to support the teaching of biology to undergraduates. The use of this pedagogical innovation was a first-time experience for both the instructor and his students. The...
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Evolution of the Conditions for Successful Innovation in Remote Networked Schools
Christine Hamel; Sandrine Turcotte; Thérèse Laferrière
Online Submission Vol. 6, No. 3 (2013) pp. 1–14
This paper investigates the presence (or absence) of Ely's (1999) conditions for implementing innovation in a rural context in the province of Quebec (Canada). The innovation, namely the Remote Networked School (RNS) initiative, is designed to bring ...
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Network-supported University-School Partnerships: The Transformation of Professional Practice in Remote Networked Schools
Therese Laferriere; Alain Breuleux; Sandrine Turcotte; Stéphane Allaire; Christine Hamel
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 843–849
This paper reports on university-school partnerships that support the renewal and enrichment of the school learning environment in remote rural areas in an educational reform context. The design experiment, which is now in its Phase III, involved...
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Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective
Therese Laferriere; Alain Breuleux; Allaire Stéphane; Christine Hamel; Sandrine Turcotte
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 892–895
We apply cultural-historical activity theory (CHAT) to analyze an enduring university-school-government (SUNG) partnership. Teacher professional development was the result of shifts in action resulting in the co-design of collaborative learning...
Topics: Teaching and Learning with Emerging Technologies, Technology Leadership, New Possibilities with Information Technologies