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Recent studies continue to show that ICT use in schools is limited and irregular (OECD 2004). In fact, the process of becoming an exemplary technology integrator is complex and often takes up to five or six years. Based on three models of ICT...

Recent studies continue to show that ICT use in schools is still limited and irregular (OECD 2004). In fact, the process of becoming an exemplary technology integrator is complex and often takes up to five or six years. This paper offers a new light ...

Practical training is an important aspect of teacher education programs in Quebec (Canada) universities. Student teachers spend one hundred and twenty days of their four-year university program interning in high schools in order to progressively...

Are Canada's prospective teachers well prepared to integrate information and communication technologies (ICT) into the classroom? To answer this question, 2065 teachers-in-training from nine universities offering teacher orientation training were...

In the context of education in Québec, teachers from elementary and high schools must collect data to make a judgement on skills development and knowledge acquisition. In a competency assessment and for the information, a wide variety of tools...

This communication aims to present the results of the third year of an online homework assistance project. 128 students attending the after school daycares of eight urban elementary schools participated in the research project during the 2007-2008...

This communication aims to present the results of a qualitative study on the factors that influence ICT integration at the k-6 levels. The research aimed to identify which factors influence technology integration in elementary schools of Quebec,...

Research indicates that in-service teachers are not confident when it comes to integrating technology in their classroom. They know little about newer technologies and don’t have time to learn about them. Preservice teachers on the other hand have...

The research aims to identify which factors influence the pedagogical technology integration in elementary schools and to understand whether some of these factors differ as teachers become more experienced at integrating ICT in their classrooms....

Research shows that ICT integration in many elementary classrooms is still limited. In-service teachers often lack the knowledge, time, access and support necessary to effectively integrate ICT into their classroom. Research also indicates that they ...