By Laurie Couture and Jason Belzile, pedagogical advisors at École branchée
For the first time, training days on the integration of digital technology in educational counseling were organized at the beginning of September. This initiative followed a need expressed on the part of educational advisers who had to learn the cogs of digital technology at high speed during the pandemic.
As we wrote recently in an article, educational advisers (CPs) found themselves propelled into the digital world. Their mandate already consisted of training, advising and supporting school personnel. On the other hand, many of them had more disciplinary (French, mathematics, etc.) or thematic (special education, etc.) responsibilities that did not necessarily relate to the use of digital technology in education.
"The accompaniment, support and training related to digital clearly emerge as mandates that have been added to those already existing", we read in the report entitled The function of educational adviser in Quebec, co-signed by Professors Nancy Granger and Suzanne Guillemette, from the Department of Education and Training Management at the University of Sherbrooke, and Research Assistant Bianca B.-Lamoureux.
It is in particular following this observation that Ms. Granger and various collaborators presented training days September 9 and 10 for CPs.
Bring together actors from different levels of education
During the opening conference, entitled "The school of professional development using digital technology", researcher Stéphane Allaire, from the University of Quebec in Chicoutimi, gave a portrait of the situation regarding collaboration between schools at different levels, i.e. the link between primary and secondary schools, and university researchers / professors.
In fact, he notes, this collaboration is very outdated, even non-existent in some cases. He therefore demonstrated the advantages of relying on closer collaboration and argued that digital technology can be a good ally to achieve this.
Indeed, through a continuous circular model between initial training (the baccalaureate, for example), continuing education (CoP, Cap ...) and research, Professor Allaire shared an experience lived in a school where actors from different levels constantly interact with each other.
In this dynamic, a researcher can come and listen to the exchanges during a meeting of the learning community (Cap), and a teacher can also contact a researcher to invite him to his class in order to feed his data and then to them. bring back at a next professional development meeting, etc.
This practice, closely related to the codesign, would be preferred, according to Stéphane Allaire, in order to maximize efficiency and communications between everyone. Digital technology can certainly support such an approach with the help of platforms that offer collaborative modes of document creation and sharing, videoconferencing, etc.
However, one question remains unanswered: is it really possible to achieve this ideal in all circles?
The pedagogical advisers of the École branchée will share the report of the various workshops they attended on this occasion in the coming days. To be continued!