CEFRIO examines how digital can improve learning

The CEFRIO yesterday published the summary of a research project on digital technologies in Quebec schools.

What is the current contribution of digital technology to learning? What are the challenges in getting the most out of digital tools in the classroom? How to ensure that these tools serve the development of sustainable learning for students, and not just their motivation? These are some of the questions to which the team wanted to find answers.

This CEFRIO report (Center facilitating research and innovation in organizations, using ICT) offers a global perspective on the use of digital technology in schools. In particular, it highlights the growing concern on a global scale which aims to provide students with in-depth learning through digital technology (“learning enhanced by technology”).

7 case studies

It includes the summary of 7 case studies, which can be consulted in more detail. at the bottom of this page.

1. The case of the Marguerie-Bourgeoys school board, which “relies on training and on the balance between standardization and flexibility”;
2. The case of the PROTIC program at the Collège des Compagnons (CS des Découvreurs), where each student has their cell phone;
3. The case of Collège Jean-Eudes, a private school which “has taken the turn towards mobility in a dynamic of learning organization”;
4. The case of a teacher who has undertaken a process of changing practice on her own;
5. The case of a teacher who integrates digital at the primary level;
6. The case of the English-speaking Eastern Townships school board, “which must ensure the sustainability of a digital shift initiated ten years ago”;
7. The case of a teacher carrying the “digital file” within his school.

13 major trends identified in digital education

This report follows the publication, in November 2014, of a literature review in which 13 trends were identified:

1. The caution that reigns in initial and in-service teacher training
2. Blended learning takes hold in the classroom
3. The individualization of digital education is on the rise
4. “General public” type digital tools and resources enter the classroom
5. The teaching challenge to be taken up, to teach in depth
6. Peer-to-peer learning is facilitated through the use of collaborative platforms
7. The emerging presence of the co-development of knowledge in the networked school
8. From connected school to networked school
9. From a receptive mode to a participatory mode in the classroom of a 2.0 school
10. From ICT integration to technology enhanced learning (TAL)
11. School systems engaged in a major transition
12. Large-scale initiatives are deployed
13. New forms of iniquity appear

The final project report Uses of digital technology in Quebec schools, carried out on behalf of the Ministère de l'Éducation, du Loisir et du Sport (MELS), was carried out with the close collaboration of Thérèse Laferrière, researcher at Laval University, director of CRIRES and associate researcher at CEFRIO. It is based in particular on a review of scientific literature and the examination of a few Quebec cases.

Synthesis report Uses of digital technology in Quebec schools >