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TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB) | Connaissances abordées dans les pratiques déclarées d’enseignants du primaire et du secondaire qui exploitent le tableau numérique interactif (TNI) en classe
ARTICLE

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CJLT Volume 42, Number 5, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

The interactive whiteboard (IWB) is increasingly used for teaching and learning in the classroom. Nevertheless, the ways that teachers incorporate this tool within their teaching practices remain poorly understood. This paper examines elementary and high school teachers’ self-reported practices with the IWB. The conceptual framework centers on teachers’ self-reported practices as well as the Technological Pedagogical Content Knowledge (TPACK) model, a framework for successful integration of technology into teaching. Data were collected from discussion groups with 30 teachers. Overall, the results show a predominance of technological pedagogical knowledge (TPK) and technological knowledge (TK) regardless of grade level, gender, or years of teaching experience.Le recours au tableau numérique interactif (TNI) à des fins d’enseignement et d’apprentissage à l’école est de plus en plus fréquent. Cependant, les pratiques des enseignants qui exploitent l’outil sont encore mal connues. L’objectif de cette recherche est de rendre compte des connaissances que des enseignants du primaire et du secondaire mobilisent dans leurs pratiques déclarées au regard du TNI. Le cadre conceptuel repose sur des pratiques enseignantes déclarées et des connaissances (modèle TPaCK) à déployer pour assurer une intégration réussie des outils technologiques. Les données ont été recueillies auprès de 30 enseignants participant à des groupes de discussion et traitées selon une analyse de contenu. Globalement, les résultats montrent une prédominance de connaissances technopédagogiques (TP) et technologiques (T) chez les participants, peu importe l’ordre d’enseignement, le genre de l’enseignant ou l’expérience en enseignement.

Citation

Lefebvre, S., Samson, G., Gareau, A. & Brouillette, N. (2016). TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB) | Connaissances abordées dans les pratiques déclarées d’enseignants du primaire et du secondaire qui exploitent le tableau numérique interactif (TNI) en classe. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 42(5),. Canadian Network for Innovation in Education. Retrieved March 24, 2019 from .

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