Networked learning communities’ online activity, pre-service education and professional development
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Laferriere, T., Tremblay, M., Allaire, S. & Hamel, C. (2007). Networked learning communities’ online activity, pre-service education and professional development. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 1021-1029). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26469.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007
Quebec City, Canada
October 15, 2007
Theo Bastiaens & Saul Carliner
More Information on ELEARN
Table of Contents
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.
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