Increasing the importance of evidence-based practice for beginning teachers: lessons learned from the health sciences PROCEEDINGS
Stéphanie Simard, Thierry Karsenti, University of Montreal, Canada
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The twentieth century has bequeathed us an invaluable gift: a vibrant world of information, thanks to information and communication technologies (ICT). Nevertheless, access to this world is restricted by the realities of technologies, economies, and societies, including the technologies, networks, and communities to which we have access and to which we contribute. This phenomenal upsurge of knowledge, along with ICT advances and, more recently the emergence of virtual community networks, calls for teachers to rethink a number of assumptions. In fact, we may take a lesson from other professional systems that place emphasis on ICT in initial training programs such as the health sciences. This workshop presents a review of the writings on this topic. The aim is to spark reflection on the suitability of pedagogical approaches such as evidence-based practice so that teachers (and their students) can join the information society.
Simard, S. & Karsenti, T. (2013). Increasing the importance of evidence-based practice for beginning teachers: lessons learned from the health sciences. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 4055-4059). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2013 AACE