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Telecollaboration for teacher professional development: a case study
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, Université de Montreal, Canada ; , Université de Montréal, Canada

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In CEFRIO’s CEGEP network project, telecollaboration (computer-mediated collaboration) was used to pair up teachers working in similar endangered technical programs in remote colleges to design learning activities for use in class. To evaluate the impact of telecollaboration, this study employed a mixed methodology, using questionnaires and interviews with teachers and students. Teachers reported benefiting from opportunities for discussion and acquiring knowledge and skills. Outcomes varied considerably across teacher teams, however. Factors influencing the outcomes of telecollaboration were technological, socio-affective and pedagogical. To better document this phenomenon, researchers could expand on this study by including other telecollaboration efforts used by teachers or administrators to foster professional development.

Citation

Poellhuber, B. & Allen, C. (2009). Telecollaboration for teacher professional development: a case study. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4005-4007). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

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References

  1. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and teacher education. 18: 947– 967.
  2. Inchauspé, P. (2004). Projet les cégeps en réseau. La mise en réseau de programmes techniques en difficulté peutelle permettre leur consolidation? Montréal, Québec: CEFRIO.
  3. Mishra, P., Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108, 6: 1017 – 1054.

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