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The Emerging Contribution of Online Resources and Tools to K-12 Classroom Learning and Teaching
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, , McGill University, Canada ; , Universite Laval, Ste-Foy, Canada

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper presents the emerging ecological contribution of online network technologies on student learning. Significant effects of the use of ICTs were gathered from documentary reviews. An organizing framework was developed in order to make sense of preliminary observations, in combination with raising scientific discourse on the teaching-learning process. The framework was further validated through the research team's extensive participant observation in networked classrooms. Twelve observations are formulated out of the research literature. They regard process over product. Both the organizing framework and the observations form the basis of an ecological perspective on the contribution of online resources and tools to K-12 classrooms.

Citation

Breuleux, A., Bracewell, R. & Laferriere, T. (2002). The Emerging Contribution of Online Resources and Tools to K-12 Classroom Learning and Teaching. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2478-2482). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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