Stakeholders’ Shared Decision-Making in a Context of Systemic Innovation in Small Networked Rural Elementary Schools

Christine Hamel; Therese Laferriere

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1512–1519

This paper presents the results of the analysis of the decision-making of stakeholders in a process of systemic innovation in small rural schools in Quebec. Four types of stakeholders are present in this study: teachers, principals, school board...

Learning to teach in a networked classroom: An enduring partnership

Therese Laferriere; Stéphane Allaire; Christine Hamel

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2205–2209

This paper presents the results of a sixteenth-year long (1997-2012) university-school partnership in which pre-service teachers collaborated with cooperative teachers and peers in the context of the project Learning to teach in a networked...

Networked learning communities’ online activity, pre-service education and professional development

Therese Laferriere; Mélanie Tremblay; Stéphane Allaire; Christine Hamel

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1021–1029

The activity of a virtual community of support and communication for pre-service teachers (TACT), which was connected to a school-based community of practice (teaching in a networked classroom), is studied. The integration of information and...

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...

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