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Digital equity and intercultural education continue to be areas of concern in the emerging knowledge-based society. The digital divide is present across the globe as the result of a complex of fact...
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Titre de l'écran-titre (visionné le 4 juil. 2011)La rédaction de ce texte a été rendue possible grâce à une subvention octroyée à la Faculté des sciences de l'éducation dans le cadre du budget de promotion de la qualité des études... more
Titre de l'écran-titre (visionné le 4 juil. 2011)La rédaction de ce texte a été rendue possible grâce à une subvention octroyée à la Faculté des sciences de l'éducation dans le cadre du budget de promotion de la qualité des études à l'Université Laval, soit au programme de Développement pédagogique 1994-1995
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To meet the specific requirements of research in Education Sciences, it seems as if supervising (dissertation supervising) should be regarded as something different from the stricto sensu supervision of a research work. Indeed supervising... more
To meet the specific requirements of research in Education Sciences, it seems as if supervising (dissertation supervising) should be regarded as something different from the stricto sensu supervision of a research work. Indeed supervising as it is regarded here (certainly against the stream of university tradition) does not lead either to a static relationship between supervisor and supervised or a distant look, but to a critical one on a student's research work. It aims on the contrary at establishing a relationship based on a dynamic dialogue between two teachers, consisting throughout the work to achieve (the dissertation writing) in a relationship/distance dialectic. It aims at leading the couple teacher/researcher to a reflection on action, a planning of this reflection, each one contributing to it according to the context he knows and his personal competence, exploiting the fertility of "commumcational acting". Supervision as such appears as a privileged opportunity of improving and deepening teaching knowledge : it enables the practising teacher to theorize his research practice by grounding his research project in a rational way. and the researcher to deepen his own research by working together with the school teacher.
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La integración de las tecnologías de la información y de la comunicación (TIC) en educación ha generado grandes esperanzas y, en algunos casos, ha generado innovaciones tecnológicas sin los fundamentos educativos necesarios. Algunos usos... more
La integración de las tecnologías de la información y de la comunicación (TIC) en educación ha generado grandes esperanzas y, en algunos casos, ha generado innovaciones tecnológicas sin los fundamentos educativos necesarios. Algunos usos pedagógicos de las TIC permiten un mejor aprendizaje mediado por la tecnología (Laferrière et al., 2015) pero también existen usos de las TIC que ponen al alumno en situaciones de consumo pasivo o interactivo. Con el objetivo de integrar las TIC para mejorar el aprendizaje y analizar los límites de los usos actuales, presentamos cinco niveles de usos educativos de las TIC: (1) el consumo pasivo; (2) el consumo interactivo; (3) la creación de contenido individual; (4) la co-creación de contenido; y (5) la co-creación participativa de conocimientos orientada a la comprensión o la resolución de problemas en una comunidad de aprendizaje.
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The educational integration of information and communication technologies (ICTs) has led to unfounded hopes of meeting many recurring educational challenges: from increasing learner motivation to lowering drop-out rates. ICTs are not an... more
The educational integration of information and communication technologies (ICTs) has led to unfounded hopes of meeting many recurring educational challenges: from increasing learner motivation to lowering drop-out rates. ICTs are not an educational revolution per se; in some situations, their pedagogical usage lead to truly technologically-enhanced learning (TEL) situations, whereas in others, ICTs could relegate the learner to a passive spectator or low-interactivity user/consumer of multimedia content that limits the implementation of a socio-constructivist learning process based on a collaborative knowledge construction process. In this article, we analyze the limits of techno-centric approaches in the integration process of ICTs to teaching and learning, and argue for active learning and reflexive approaches to TEL. The Passive-Participatory (P-P) model we are suggesting can be termed as being socio-constructivist, participatory and inclusive as it allows teachers to integrate I...
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Le texte qui suit propose une synthese des resultats de l'EDUsummIT2019 (Sommet international sur les technologies de l'information en education), tenu a Quebec en 2019
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Classroom-based knowledge building requires advanced pedagogies and collaborative technologies. It qualifies as disruptive innovation: progressively more impressive accounts of what students and teachers can accomplish alter beliefs... more
Classroom-based knowledge building requires advanced pedagogies and collaborative technologies. It qualifies as disruptive innovation: progressively more impressive accounts of what students and teachers can accomplish alter beliefs regarding developmental, demographic, and cultural barriers. To establish knowledge-building communities requires effort from within as well as from outside the classroom. The Knowledge Building International Project (KBIP) has been rooted in school-university-government (SUNG) partnerships, along with their locally based networks of innovation. The chapter starts with a conceptualization of professional development in the digital era, and the main constituents of the Remote Networked School (RNS) initiative are presented. Next, a description of the SUNG partnerships follows. Emphasis is on agency, as it was observed in the RNS and in the SUNG dynamics of partnerships for classroom-based knowledge building: knowledge building as a shared vision, symmetric knowledge advancement, and multilevel, research-based innovation. Following is a descriptive analysis of the Knowledge Building International Project (KBIP 2007–2014) using Engestrom’s (1987) third-generation activity theory framework (Engestrom and Sannino 2010). Referring to Engestrom’s expansive learning cycle (1987), further analysis is provided regarding the overcoming of double binds for KBIP expansion as an activity.
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This workshop focused on organizing equitable design processes and promoting the agency of educators at different levels of systems in conducting design research inside a research-practice partnership. Members of research groups from... more
This workshop focused on organizing equitable design processes and promoting the agency of educators at different levels of systems in conducting design research inside a research-practice partnership. Members of research groups from three different regions of North America and Europe offered cross-national perspectives on designing with educational organizations and will engage participants directly in curating resources teams can use to organize research and development efforts in partnerships
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Research Interests: Business and Equity Law
Research Interests: Sociology, Educational Technology, Pedagogy, Professional Development, Learning Communities, and 6 moreSociocultural Evolution, ICTs, Information and Communication Technologies, Information and Communications Technology, RELIEVE: Revista ELectrónica de Investigación y EValuación, and Revista Electrónica de Investigación Educativa
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Laferrière Thérèse, Hamel Christine, Barma Sylvie, Allaire Stéphane, Breuleux Alain, Turcotte Sandrine, Beaudoin Josée, Tanguay Vincent, Saint-Pierre Linda. Le cas du Québec. In: Sciences et Technologies de l'Information et de la... more
Laferrière Thérèse, Hamel Christine, Barma Sylvie, Allaire Stéphane, Breuleux Alain, Turcotte Sandrine, Beaudoin Josée, Tanguay Vincent, Saint-Pierre Linda. Le cas du Québec. In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 19, 2012. Individualisation, personnalisation et adaptation des Environnements Informatiques pour l’Apprentissage Humain. pp. 39-47
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This symposium brings together researchers at the frontier of an emerging subcommunity of the learning sciences that looks toward developing methodologies and infrastructures with the potential to lead towards an integrated agenda of... more
This symposium brings together researchers at the frontier of an emerging subcommunity of the learning sciences that looks toward developing methodologies and infrastructures with the potential to lead towards an integrated agenda of global research in the learning sciences, spanning both the developed and the developing world, in both formal and informal learning environments. It explores how emerging technologies and methodologies could be further developed to this important end, building on work already in progress.
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EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The fourth EDUsummIT took place September 14-15, 2015 in Bangkok, Thailand, in close connection with the... more
EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The fourth EDUsummIT took place September 14-15, 2015 in Bangkok, Thailand, in close connection with the UNESCO Bangkok. About 100 policy-makers, researchers and educators worked in nine thematic working groups on themes conditional for quality learning with technology. The Call to Action that resulted from EDUsummIT2015 will be presented and discussed with the SITE audience in an interactive symposium.
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Abstract This formative intervention documents the emergence of a hybrid activity aiming at student engagement and academic achievement. In this context-bound study, early stages of this activity consisted in establishing PénArt meant to... more
Abstract This formative intervention documents the emergence of a hybrid activity aiming at student engagement and academic achievement. In this context-bound study, early stages of this activity consisted in establishing PénArt meant to enable high school students with difficulties to start up their own business at school. It involved reaching agreements between a high school and a youth centre so that high school students engage in the production and selling of their branded t-shirt. At the frontiers of their respective activity system, students, youth workers, special education teachers and members of the school board took actions to cross boundaries and redefine their interrelations. Cultural historical activity theory was fruitful to document the development of a new object-oriented activity. Tensions and contradictions revelaled to be the key moments in the emergence of the hybrid activity. Expansive learning led us to understand that, in a conflicting situation, a collective’s agentive actions create an expansive form of learning and leads to a successful entrepreneurship experience. Change laboratory capacity to foster change for cooperative education in Quebec was successful. The students enrolled in a regional entrepreneurship contest and won it. That was a significant event for students with low self-esteem linked with their performance at school.
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Cet article examine la littérature sur l’engagement de l’élève ou de l’étudiant·e dans la classe ou l’école à des fins de suggérer une définition d’inspiration socioculturelle de ce construit, soit une définition qui met l’accent sur la... more
Cet article examine la littérature sur l’engagement de l’élève ou de l’étudiant·e dans la classe ou l’école à des fins de suggérer une définition d’inspiration socioculturelle de ce construit, soit une définition qui met l’accent sur la participation en contexte au lieu de le définir selon trois ou quatre dimensions. Six nucléus d’activités sont distingués, trois de niveau micro et trois de niveau macro : 1) Attention au discours de l’enseignant·e; 2) Interaction directe avec l’objet d’apprentissage; 3) Interaction avec des pairs pour réaliser un projet, comprendre le sens d’une question ou d’un problème, l’approfondir, voire le résoudre en communauté d’apprentissage ou d’élaboration de connaissances; 4) Fréquentation scolaire; 5) Apport attendu ou constructif à la dynamique d’un groupe; 6) Contribution à l’environnement, à une communauté locale ou externe. Afin de les illustrer, le répertoire des publications du réseau PÉRISCOPE a été fouillé et 61 publications ont été retenues sel...