Learning to teach in a networked classroom: An enduring partnership
Therese Laferriere, Laval University, Canada ; Stéphane Allaire, University of Quebec at Chicoutimi (UQAC), Canada ; Christine Hamel, Laval University, Canada
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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 classroom. The underlying assumption is that the networked classroom is the new workplace of the teacher. University- and school-based teachers as well as researchers and graduate students have been working in a tightly knitted partnership. Our study identifies the key environmental features that nurtured and sustained the innovations participating teachers/pre-service teachers and teacher educators introduced within and beyond their networked classrooms. Educational researchers from a variety of perspectives could make theoretical and practical advances using a similar ecosystemic model.
Laferriere, T., Allaire, S. & Hamel, C. (2013). Learning to teach in a networked classroom: An enduring partnership. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2205-2209). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).