Network-supported University-School Partnerships: The Transformation of Professional Practice in Remote Networked Schools

Article de colloque


État de publication: Publiée (2007 )

Titre des actes: Society for Information Technology & Teacher Education International Conference

Éditeur: Association for the Advancement of Computing in Education (AACE)

Lieu: Chesapeake, États-Unis

Intervalle de pages: 843-849

ISBN: 978-1-880094-61-7


Résumé: 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.