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

                                                        

Articles de colloque

Contributors: 
Publication status: 
2007
Proceedings title: 
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Publisher: 
Association for the Advancement of Computing in Education (AACE)
Volume: 
2007
Page range: 
1021-1029
ISBN: 
978-1-880094-63-1
Abstract: 
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 communication technologies (ICTs) into teaching and learning was participants' focus of collaborative inquiry and knowledge building. A design experiment methodology was applied, and ethnographic methods used. Results are presented in three forms: 1) themes and patterns that demonstrate participants' integration of ICTs to their own learning and teaching, 2) collectively grown online activities, and 3) an illustrative (best) case of a participant's acquisition of expertise over the ten-year period. Three key processes in the design (or cultivation) of a networked community for teacher education and professional development are identified in the discussion of the results: participatory design rooted in a university-school partnership, reflective practice and production of artifacts, and onsite/online legitimate peripheral participation.
Exercice annuel: 
2007-2008
Étudiant impliqué: 
(*)
Collaboration chercheurs: 
(**)