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Network-supported University-School Partnerships: The Transformation of Professional Practice in Remote Networked Schools
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, Laval University, Canada ; , , McGill University, Canada ; , Université du Québec à Chicoutimi, Canada ; , Université Laval, Canada

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

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 three universities and thirteen school districts in its Phase II. The Quebec Government (Canada) is sponsoring the Initiative, and a knowledge transfer organization (CEFRIO) has the mandate to manage the Initiative. For this study, Phase II data on participants' interactions were gathered: university-school interaction, classroom interaction, and interaction in the virtual collaborative space using an electronic forum and a desktop videoconferencing system. Engeström's activity theory analytical framework (1987) was applied to the data. Emerging roles and routines conducive to the enrichment of the learning environment were identified.

Citation

Laferriere, T., Breuleux, A., Turcotte, S., Allaire, S. & Hamel, C. (2007). Network-supported University-School Partnerships: The Transformation of Professional Practice in Remote Networked Schools. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 843-849). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2019 from .

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