Search results for author:"Martine Pellerin"
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Martine Pellerin
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Blended Learning (BL) Approach for Language Teacher Preparation Program Delivery: Blending Online Learning (OL) with Face-to-Face (F2F) Classroom venue
Martine Pellerin
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2294–2300
This paper will examine the "blended learning" (BL) approach in higher education which combines online learning approach (OL) of program delivory with the face-to-face (F2F) traditional approach to language teacher preparation program delivery.The...
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The Use of Electronic Journaling to Support and Promote the Concept of Reflective Practice with Pre-Service Language Teachers
Martine Pellerin
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3889–3894
This paper examines the use of an electronic journaling as a tool to promote the development of reflective practice among pre-service language teachers during their second year of field experience The outcomes of a pilot project provided new...
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The Use of the Open Source E-portfolio System Mahara to Support the Notion of Digital Documentation and the Development of Electronic-Portfolio with Pre-service Language Teachers
Martine Pellerin
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 523–528
The paper describes a pilot project focusing on the use of an open source e-portfolio system called Mahara as a means to support the notion of digital documentation and the development of electronic-portfolio with pre-service language teachers. The...
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From learning with MOOCs to Using Twitter for Professional Development:Revisiting major issues in information technology and education in Canada
Thierry Karsenti; Bruno Poellhuber; Martine Mottet; Pascal Grégoire; Glorya Pellerin; Normand Roy; Julien Bugmann; Stephanie Simard
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1644–1649
From re-examining the Technological Pedagogical Content Knowledge framework in light of the recent evolution of the PCK model to learning with MOOCs or using Twitter for professional development, this symposium will focus on various aspects of...
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Language Tasks and Mobile Technologies: A Paradigm Shift in Designing Task-Based CALL for Young Language Learners / Activits langagires et technologies mobiles : un changement de paradigme dans la conception des tches en apprentissage des langues
Martine Pellerin
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 1 (May 09, 2014)
This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project...
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The Use of Electronic Journaling to Support and Promote the Concept of Reflective Practice with Pre-Service Language Teachers
Martine Pellerin
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3894–3899
This paper examines the use of an electronic journaling as a tool to promote the development of reflective practice among pre-service language teachers during their second year of field experience The outcomes of a pilot project provided new...
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Bringing Changes in the Way We Teach and Assess Learning in Higher Education Through the Use of Learning Management and Open-Sourced Platforms
Martine Pellerin
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) p. 1239
The presentation describes a pilot project achieved in a course offered to pre-service language teachers. The project aimed at using the learning management-system called Moodle as well as the open source e-portfolio system Mahara to support and...
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Language Tasks Using Touch Screen and Mobile Technologies: Reconceptualizing Task-Based CALL for Young Language Learners
Martine Pellerin
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 1 (May 09, 2014)
This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project...
Topics: Early Childhood Education, English Language Arts, Classrooms, Learning Disabilities, Information Communication Technologies
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Affordances of New Mobile Technologies: Promoting Learner Agency, Autonomy, and Self-regulated Learning
Martine Pellerin
Journal of Interactive Learning Research Vol. 29, No. 3 (July 2018) pp. 343–358
This article examines the complexity of the affordances that mobile technologies offer in the K-12 educational context. It builds on an ecological perspective (Mercer, 2012; van Lier, 2008) informed by theories of dynamic systems and complexity ...
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Using the Spanish Online Resource Aula Virtual de Español (AVE) to Promote a Blended Teaching Approach in High School Spanish Language Classrooms / Utilisation de la ressource en ligne espagnole AVE pour favoriser l’approche de l’enseignement hybride
Martine Pellerin; Carlos Soler Montes; Carlos Soler Montes
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 1 (Feb 29, 2012)
The study explores the effectiveness of the implementation of blended teaching (BT) by combining the Spanish online resource Aula Virtual de Español (AVE) with the face-to-face (F2F) delivery approach in second language Spanish programs in two high...
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The Integration of ePortfolios in Higher Education, and Students’ Perceptions
Martine Pellerin; Jennifer Branch-Muelller; Pauline Nicholas; Wei Wei
Journal of Interactive Learning Research Vol. 29, No. 4 (Dec 31, 2018) pp. 529–544
The paper presents a pilot project that explored students’ perceptions regarding the implementation of ePortfolios using the online platform Mahara in an undergraduate teacher preparation course Quantitative and qualitative data were gathered...
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From learning with MOOCs to Using Twitter for Professional Development:Revisiting major issues in information technology and education in Canada
Thierry Karsenti; Bruno Poellhuber; Martine Mottet; Pascal Grégoire; Glorya Pellerin; Normand Roy; Julien Bugmann; Stephanie Simard
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1650–1654
From re-examining the Technological Pedagogical Content Knowledge framework in light of the recent evolution of the PCK model to learning with MOOCs or using Twitter for professional development, this symposium will focus on various aspects of...
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Using the Spanish Online Resource Aula Virtual de Español (AVE) to Promote a Blended Teaching Approach in High School Spanish Language Classrooms
Martine Pellerin; Carlos Soler Montes
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 1 (Feb 22, 2012)
The study explores the effectiveness of the implementation of blended teaching (BT) by combining the Spanish online resource Aula Virtual de Español (AVE) with the face-to-face (F2F) delivery approach in second language Spanish programs in two high...
Language: English Translations: English, français, langue française/French
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“Is the juice worth the squeeze?”: ePortfolios and the Experiences of Faculty at the University of Alberta
Pauline Nicholas; Jennifer Branch-Mueller; Martine Pellerin; Carol Tonhauser; Wei Wei
EdMedia: World Conference on Educational Media and Technology 2016 (Jun 28, 2016) pp. 1–6
In recent years there have been a surge in the adoption of ePortfolios (EPs) in the mainstream curricula of higher education (HE). The versatility and ability of EPs to enhance learning in the form of presentation, personal development, learning and ...
Topics: pedagogical issues
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The Promise and Pitfalls of ePortfolios in a teacher preparation program: Voices of the students
Martine Pellerin; Jennifer Branch-Mueller; Robyn Timmons
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1996–2004
This paper discusses the findings of a research study that explored students’ perceptions of ePortfolios (using the online platform Mahara) in an undergraduate teacher preparation. Quantitative and qualitative data from 101 participants were...
Topics: Teaching and Learning with Emerging Technologies, New Possibilities with Information Technologies, faculty development
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Using Mobile Technologies with Young Language Learners to Support and Promote Oral Language Production
Martine Pellerin
International Journal of Computer-Assisted Language Learning and Teaching Vol. 4, No. 4 (October 2014) pp. 14–28
The paper examines how the use of mobile technologies such as tablets and handheld MP3 players can support and promote oral language production among young language learners. It explores how the use of these mobile technologies in the language...
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Shifting paradigm in the use of the new technologies of communication in the language classroom: A video ethnography study
Martine Pellerin
@?Shifting @?paradigm in the use of the new@technologies of @?communication in the language@classroom: A video@ethnography study (2005) pp. 1–207
The main goal of this inquiry was to examine the role of oral dialogic speech (talk) in the use of computers in language classrooms. The study was grounded in sociocultural and dialogic learning perspectives, which emphasize the role of language in...
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E-Inclusion in Early French Immersion Classrooms: Using Digital Technologies to Support Inclusive Practices that Meet the Needs of All Learners
Martine Pellerin
Canadian Journal of Education Vol. 36, No. 1 (2013) pp. 44–70
This paper presents a 2-year collaborative action research project that investigated the use of digital technologies to support inclusive practices in Early French Immersion (EFI) classrooms. The findings reveal that the collaborative action...
Topics: Inclusive Education