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Innovative Models of Web-Supported University-School Partnerships
ARTICLE

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Canadian Journal of Education Volume 30, Number 1, ISSN 0380-2361

Abstract

This study explored how the Internet bridges theory and practice. Teacher educators, teachers, and prospective teachers used collaborative technologies to design networked communities embedded in three distinct perspectives: the networked learning community, the networked community of practice, and the knowledge building community. Networked communities prompted the development of solutions for integration of information and communication technologies (ICTs) at the elementary, secondary, and post-secondary levels. These communities provide opportunities for sustained theory-practice dialogue between teachers at different stages of their professional development and opportunities for "boundary spanning" between courses, practica, pre- and in-service education, graduate seminars, and collaborative research activities. (Contains 3 tables and 2 notes.)

Citation

Laferriere, T., Erickson, G. & Breuleux, A. (2007). Innovative Models of Web-Supported University-School Partnerships. Canadian Journal of Education, 30(1), 211-238. Retrieved January 21, 2020 from .

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