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... They have to be able to design classroom situations that address the diversity of students' needs and potentials, in classes which are more and more heterogeneous from a cultural and social point of view, but also be able... more
... They have to be able to design classroom situations that address the diversity of students' needs and potentials, in classes which are more and more heterogeneous from a cultural and social point of view, but also be able to create a common classroom culture. ...
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Cornu Bernard, Marzin Patricia, Bruillard Eric. Congrès IFIP WG 3.1 -WG 3.5 "Information Technology : Supporting Change through Teacher Education" Juin 1996 — Kiryat Anavim, Israël. In: Sciences et techniques éducatives, volume... more
Cornu Bernard, Marzin Patricia, Bruillard Eric. Congrès IFIP WG 3.1 -WG 3.5 "Information Technology : Supporting Change through Teacher Education" Juin 1996 — Kiryat Anavim, Israël. In: Sciences et techniques éducatives, volume 3 n°4, 1996. pp. 503-506
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This paper takes learning environments as its focus, with an emphasis on interactions and engagement with ideas in order to create knowledge building communities. The psycho-social learning environment (Fraser, 1991) is viewed as a... more
This paper takes learning environments as its focus, with an emphasis on interactions and engagement with ideas in order to create knowledge building communities. The psycho-social learning environment (Fraser, 1991) is viewed as a facilitator for learning and teaching (see figure).
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The computer introduces many changes. First, it changes mathematics itself: some mathematical concepts are evolving, some subjects are developing and new questions appear. It also changes the mathematical activity: experimenting,... more
The computer introduces many changes. First, it changes mathematics itself: some mathematical concepts are evolving, some subjects are developing and new questions appear. It also changes the mathematical activity: experimenting, conjecturing, proving, simulating,... Therefore, computers change mathematics teaching: many different uses of computers are possible, using many different kinds of languages and software. But the main question seems to be: How does the computer change mathematics learning? Didactical research provides tools to begin to answer this question.
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... them for long-term competency, and help them to reflect and to build that competency. ... Integrating information and communication technologies into teacher education also is a key point. ... a policy for this to take account of... more
... them for long-term competency, and help them to reflect and to build that competency. ... Integrating information and communication technologies into teacher education also is a key point. ... a policy for this to take account of equipment, the different uses of ICT, the implementation ...
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In World Summits on Information Society in Geneva (WSIS 2003) as well as in Tunesia (WSIS-2005), roles of Information and Communication Technologies (ICTs) for and in Developing Countries played an important role. This had been argued... more
In World Summits on Information Society in Geneva (WSIS 2003) as well as in Tunesia (WSIS-2005), roles of Information and Communication Technologies (ICTs) for and in Developing Countries played an important role. This had been argued since the 1990s ...
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Si la mondialisation ou l’internationalisation des echanges de biens, de services, et meme d’hommes et d’idees est un fait aujourd’hui largement debattu et analyse, il est moins evident d’imaginer qu’elle concerne aussi les systemes... more
Si la mondialisation ou l’internationalisation des echanges de biens, de services, et meme d’hommes et d’idees est un fait aujourd’hui largement debattu et analyse, il est moins evident d’imaginer qu’elle concerne aussi les systemes educatifs. Or l’education n’est pas a l’abri de ce phenomene. Aborder cette question, c’est d’abord reperer les elements qui conduisent les systemes educatifs a se confronter les uns aux autres, comme la multiplication des comparaisons internationales ou la definition de standards par des organismes internationaux. >> Lire la suite If the globalisation or internationalisation of goods, services, and even people and ideas is a much debated and analyzed fact, it is less obvious to consider that it also affects education systems. Yet, education is not untouched by this phenomenon. To broach this question is to first identify the elements that cause education systems to confront each other, such as the multiplication of international comparisons and th...
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IFIP’s Technical Committee 3 (TC3) is dedicated to concerns about uses of computing and digital technologies in education. TC3 covers the interests of those who are concerned with policy, practice and research in the fields of digital... more
IFIP’s Technical Committee 3 (TC3) is dedicated to concerns about uses of computing and digital technologies in education. TC3 covers the interests of those who are concerned with policy, practice and research in the fields of digital technologies and computing used for educational purposes, whether for management, teaching or learning, and whether by teachers, learners, parents, policy makers, developers, or the wider adult population involved in lifelong learning. This chapter considers the shifting focus of IFIP TC3’s concerns for computing and education over the past 60 years, the reasons for those shifts, and the challenges that educators have faced in developing appropriate uses of computers in their practices. The chapter explores the roles and influences of TC3 conferences, its academic journal, its working groups, and its current task force. Separate sections provide an overview of important TC3 visions and declarations that have highlighted contemporary and future issues, and the status of an evolving declaration focusing on future sustainability and computing. The chapter concludes with an overview of the impact of TC3, and signposts next steps in its ongoing journey
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of CISCO. The authors of the papers are responsible for the choice and presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO.
Information technology and communication technology are evolving and converging, giving rise to new tools for teaching and learning. Step by step, a new profession is emerging: the teacher of tomorrow. This paper will try to describe what... more
Information technology and communication technology are evolving and converging, giving rise to new tools for teaching and learning. Step by step, a new profession is emerging: the teacher of tomorrow. This paper will try to describe what the profession of the teacher of tomorrow will be like. Education now needs for its goals a real generalisation and a real integration of new technologies, but generalisation and integration are possible only if teacher education is redesigned. The paper will outline some elements for teacher education, from experiences in France. It is clearly impossible to provide a new teacher with all the competencies and knowledge he (she) will need throughout his (her) career. Therefore, one must provide new teachers with “basic” competencies and knowledge, and prepare them to evolve and adapt. Consequently, not only the content of the training is important, but the methods used in teacher training play a major role.
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The computer introduces many changes. First, it changes mathematics itself: some mathematical concepts are evolving, some subjects are developing and new questions appear. It also changes the mathematical activity: experimenting,... more
The computer introduces many changes. First, it changes mathematics itself: some mathematical concepts are evolving, some subjects are developing and new questions appear. It also changes the mathematical activity: experimenting, conjecturing, proving, simulating,... Therefore, computers change mathematics teaching: many different uses of computers are possible, using many different kinds of languages and software. But the main question seems to be: How does the computer change mathematics learning? Didactical research provides tools to begin to answer this question.
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In World Summits on Information Society in Geneva (WSIS 2003) as well as in Tunesia (WSIS-2005), roles of Information and Communication Technologies (ICTs) for and in Developing Countries played an important role. This had been argued... more
In World Summits on Information Society in Geneva (WSIS 2003) as well as in Tunesia (WSIS-2005), roles of Information and Communication Technologies (ICTs) for and in Developing Countries played an important role. This had been argued since the 1990s ...
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... them for long-term competency, and help them to reflect and to build that competency. ... Integrating information and communication technologies into teacher education also is a key point. ... a policy for this to take account of... more
... them for long-term competency, and help them to reflect and to build that competency. ... Integrating information and communication technologies into teacher education also is a key point. ... a policy for this to take account of equipment, the different uses of ICT, the implementation ...
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ABSTRACT