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Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective
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...
Use of video records of classroom practices to support teacher reflection in a professional learning network
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 980–989
This study discusses the use of video records of classroom practices in a professional learning network (PLN) in order to support teacher reflection and professional development. Select video recordings of participating teachers of the PLN were...
Lei Nong; Alain Breuleux; Gyeong Mi Heo; Leah Dayan; Karen Rye; Tina Morotti; Lisa Rae-Nutter; Sandra Fréchette
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 189–197
This case study describes the evolution of a teacher professional development project for digital literacy. The goal of this teacher professional development project is to support teachers’ effective use of technology and professional learning in an ...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1236–1244
This paper describes the early process of a teacher professional development project during which a technology-rich professional learning community was developed and refined to support ongoing teacher development. The aim of this project was to...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1170–1177
The Creating, Collaborating, and Computing in Mathematics (CCC-M) project is a collaborative research project based on a university-school board partnership to design and build a professional learning network (PLN) of teachers. This study describes...
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2886–2888
This paper describes teacher collaboration enabled by digital platforms. The Knowledge Building International Project (KBIP 2007-2014) operates on the basis of locally based networks of innovation distributed around the globe. Pedagogical and...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1529–1534
Building Community through Telecollaboration (BCT) is a province-wide initiative with educators and administrators from English school boards across Quebec. It aims to encourage, facilitate and support collaboration among students, teachers and...
Thérèse Laferrière; Mireia Montane; Begona Gros; Isabel Alvarez; Merce Bernaus; Alain Breuleux; Stéphane Allaire; Christine Hamel; Mary Lamon; Mary Lamon
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)
Knowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-university-government partnerships to support research-based educational innovation. The paper starts with an overview of what is ...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6846–6852
This paper addresses socio-cultural possibilities and obligations related to teaching as visible when teachers engage K-12 learners in the use of collaborative technologies over large bandwidth in small remote rural schools. A systemic initiative...
Network-supported University-School Partnerships: The Transformation of Professional Practice in Remote Networked Schools
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...
Networking Remote Rural Schools for Learning and Knowledge Building: Teachers’, School Learners’ and Schools’ trajectories
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3167–3171
This presentation will report on ICT integration trajectories in innovative remote networked settings. The design experiment involves thirteen sites. Trajectories of teachers, school learners, and schools are here considered. Data were participants' ...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 933–938
The future of small communities in Québec and elsewhere in the world poses an ongoing challenge, one that small village schools, which must provide educational services of the same quality as bigger schools, are also facing. The challenge is all the ...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2928–2930
The objectives for the poster-demo session are to present the early results of a design experiment on teaching, learning and leading in broadband-enabled small remote schools in rural Quebec. School-based participants and university-based...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1471–1474
This paper presents a professional development model that proved its practical relevance in our teaching and research work within the TeleLearning Network of Centres of Excellence (1995 to 2002; Theme Educating the Educators). Ways in which post...
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 2044–2048
The paper considers the framework within which information and communication technologies (ICTs) integration can support teacher education renewal through collaborative learning. Adopting a socio-constructivist approach and a design-experiment...
CRACTIC: Lessons learned from the implementation of a socioconstructivist approach in a multiple classrooms collaborative project using the Web
World Conference on Educational Media and Technology 2001 (2001) pp. 1962–1963
Fostering socio-constructivist practices with ICT in K-12 classroom activities is complex and requires numerous conditions to be met. In order to study these conditions and to develop a model of practices that take teachers' concerns and classroom...
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2873–2877
University- and school-based teacher educators, pre-service teachers, and educational researchers/learning scientists are seeking to develop thoughtful and effective uses of information and communication technologies (ICT) in networked classrooms...
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 852–857
This paper points to the teacher professional development practices in a networked classroom that become reality with the use of advanced telecollaboration tools such as Virtual-U and KnowledgeForum. Those tools support, extend, and strengthen the ...
TeleLearning Professional Development Schools (TL•PDSs): Emerging Patterns of Time Management Within and Between Sites
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1860–1864
This paper is a report on the findings of an on-going research program on teachers' learning of new pedagogies supported by telelearning tools. Computer-supported learning communities that involve high school learners, preservice teachers,...