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An issue on the state of research in educational technology

(V25N1) Spotlight on research - When digital technology supports educational practices

Vol. 25, No. 1 - Fall 2022

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Word from the editor

Light on research

There has never been so much talk about research in education and the importance of enhancing experiential knowledge by using evidence to guide teaching practices and evaluate the effectiveness of certain interventions.

Educational research is based on something that should not be overlooked: the complexity of the situations and subjects studied and the particularity of their contexts. Humans also have emotions and socio-economic factors that are constantly changing. It is therefore generally very complex (sometimes impossible, even) to generalize research results - we are far from the test tubes in the chemistry laboratories! Nevertheless, it is possible to identify broad trends, but it is also important to know how to interpret the research results with nuance in order to draw inspiration from them. Indeed, these results most often reflect an image captured at a given time in a given situation.

Rather than trying to determine what would be applicable in any situation, would it be better to aim for what is appropriate in a certain context? At least that is the idea put forward by researcher Sophie Maunier (see article on page 5).

For this issue, École branchée has launched a call to research teams (particularly in educational technology) to share and highlight recent findings where learning is supported by the use of digital tools. The goal is to inspire the community, to open the field of possibilities and to reach the greatest number of teachers, educational consultants and school administrators.

The quantity and diversity of the themes that were proposed to us were impressive: concrete projects with students, development of a sense of personal effectiveness, mobilization of digital technology from the initial training, peer feedback, integration into disciplinary subjects, etc.

We invite you to discover this universe that deserves to go beyond the university walls to feed the reflections of the teams in the field, and who knows, maybe to carve out a place for itself.

And since we couldn't publish all the contributions in these pages, we invite you to read even more articles on our website!

Good reading!

Martine Rioux, Editor-in-Chief (@riomarti)
Audrey Miller, editor (@millaudrey)

September 2022 - Vol. 25 No. 1

Editorial staff
France Boisjoly, Lorenzo Cecutti, Jonathan Chevrier, Alexandra Coutlée, Laurie Couture, Jocelyn Dagenais, Ann-Louise Davidson, Nathalie De La Haye Duponsel, Isabelle Desbiens, Maude Gamache, Pascal Gauthier, Andréa Gicquel, Patrick Giroux, Pascal Grégoire, Lucas Johnson, Catherine Lacelle, Thérèse Laferrière, Spike W.S. Lee, Danielle Maltais, Jean-François Mercure, Audrey Miller, Sophie Nadeau-Tremblay, Caroline Naud, Isabelle Paradis, Guillaume Paré, Séverine Parent, Eve Pouliot, Loïc Pulido, Martine Rioux, Michelle Schira Hagerman, Eric Sheninger, Ann-Sophie Simard, Mathieu Thibault, Mélanie Tremblay

Editor
Audrey Miller

Editor in Chief
Martine Rioux

Editorial Assistant
Karla Mora

Director of Development
Stephanie Dionne

Linguistic revision
Josée Tardif

Translation
Tracey-Lee Batsford, Josée Tardif, Audrey Miller, Alexandra Coutlée

Review of proofs
Jason Belzile, Laurie Couture, Karla Mora

Graphic editing
Marie-Michèle Bouchard-Roussin
Kate-Lyn Lapointe (EMBLÈME Communication)

Impression
Solisco Numérix

Publicity
ecolebranchee.com/devenez-annonceur

Legal deposit 3rd quarter 2022
National Library and Archives of Quebec Library and Archives Canada
ISSN 1706-0907 (Print)
ISSN 2369-1662 (Digital format)

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Antidote

Studio Riopelle

Aces of information

Reconciling teaching practice and evidence

Educational research is a vibrant field; a lot of action research and increasingly collaborative research (meaning that classrooms are opening up to research teams) is taking place all over the place. Yet, the results of this research have been slow to leave the walls of universities and research centers and be applied in schools. This is not for lack of interest on the part of some, but there is still reluctance on the part of others, who fear dogmatism.

Augmented" peer feedback for learning purposes

The PERISCOPE Network, which has been holding panels on inequities and inequalities exacerbated by COVID-19 since spring 2020, is looking at peer feedback as a promising avenue for action. Feedback is offered when one person provides information to another to help them better understand, perform, or progress in an activity. Augmented feedback" is defined here as oral or written feedback using a digital tool in a learning and assessment situation (LAS).

First Peoples Project: An authentic, multidisciplinary... and digital context! 

Reconciling multidisciplinary learning and the integration of digital productions in partnership with pre-service students, that's what sixth grade teacher Jean-François Mercure and professor Séverine Parent did in the winter of 2022.

De Marque education

Digital education summit

L'École branchée

Recording your reading and sharing it for tips: A practice that improves reading fluency

To read fluently is to be able to identify the written words in a text with precision, without mobilizing too many cognitive resources, while setting the tone, so as to build a good understanding of the text. Reading with fluency is one of the key dimensions of successful learning to read.

RÉCIT: an agent of innovation in the digital age

Innovation is about doing things differently, in new, smart and effective ways, without forgetting to add value. In education, innovation means not only thinking differently, but also taking a creative approach to problem solving. For teachers and professionals, it means not only improving teaching methods, classroom management, communication and collaboration, but also adopting a risk-taking posture. Indeed, innovating is also about taking risks to change what does not work or what works less well. Innovation can be about the solution or the process leading to the solution.

ONE by Open Digital Education

NFB - Media School

OPEQ

Revisiting the SAMR Model for ICT Integration and Action Learning

While there are many frameworks for effective ICT integration in education, the SAMR model is one of the most widely used. It is not perfect for guiding the effective implementation of all technology initiatives, but it does give a good idea of what not to do! The International Center for Educational Leadership's Rigor and Relevance Framework focuses on what the learner does rather than the technology. Although there is no perfect alignment between the two models, Eric Sheninger proposes an interesting form of alignment.

Revising and correcting a text at school in a digital context: practices that remain to be defined

In the État des lieux de l'enseignement du français (ELEF) survey, Lord and Chartrand (2010) reported that only 14 % of faculty members have students write often or very often using digital technology, "more to capture texts than to correct them. While the ELEF data are revealing, they describe a situation that prevailed more than a decade ago... Have digital writing practices changed since then, especially in the wake of the Digital Action Plan?

Mobilizing digital in the context of initial training beyond the blue bird

A high level of student engagement in their education is an essential condition for the development of their skills. It is with this premise in mind that three projects mobilizing different dimensions of the Digital Competency Framework (MEES, 2019) were proposed to students in the Physical Development and Health course in the winter of 2022, as part of the Bachelor of Sport Intervention and the Bachelor of Physical Education and Health Education at Université Laval.

Hydro-Quebec

Careers - CSS de la Pointe-de-l'Île

A compass to take stock of its digital educational uses

The numedu.ca project is a digital competency self-assessment tool developed in partnership with teachers and educational consultants. It aims to conceptualize the pedagogical uses of digital technology and to support school personnel in a professional development perspective.

Three issues related to teaching with technology tools

The integration of technological tools in teaching is relevant when carried out under the right conditions. Here are a few avenues that can be used as a basis for their analysis according to their contributions and limitations.

4 ways to integrate digital technology in the French classroom

It's common to hear people cringe when they mention that it is possible to integrate digital technology into the development of the three French skills: Reading and appreciating various texts, Writing various texts and Oral communication. In fact, various digital tools can be allies in the French classroom in many ways. However, it is imperative to remember that it is the pedagogical intention that should guide the choice of a tool and not the opposite. In this way, it is easy to think that regardless of the level of the students or the tools available, technology can be grafted onto teaching strategies.

4 ways to integrate digital in the math classroom

The nature of the tasks offered to students influences the way they will perceive mathematics. Can digital technology play a role? Absolutely! It is, first and foremost, a matter of having a clear intention. Let's take a closer look.

Digital applications that feel good... (and are supported by research)

Beyond the stakes and the importance of digital education, I can't help but marvel at what we can do with it. Here are some tools, resources and digital initiatives... positive!

In our favorites

In each issue of the magazine, we offer you a selection of sites and applications to discover! Discover our fall selection.

The Final Note: What does the research say about best practices?

Technology tools are destined to remain in classrooms for the foreseeable future. For this reason, it is important to continue to understand their strengths, promises, and weaknesses, which is far from easy given the variety of contexts and experiences of the people involved.

Supplements and references to the magazine, Vol. 25 No. 1 (Fall 2022)

Supplements and references to the magazine, Vol. 25 No. 1 (Fall 2022)

Web Exclusive Articles - École branchée Magazine Vol. 25 No. 1 (Fall 2022)

This document contains links to web-exclusive articles to complement the Fall 2022 issue of École branchée Magazine, Vol. 25 No. 1.

Emerging practices to be favoured in co-modal education in the youth sector: research results to be discovered

Co-modal education is full of possibilities. While the pandemic has revealed the subtleties of co-modal education and the skills required to take full advantage of it, it has also shone a spotlight on a mode of teaching that is gaining in popularity. Whether it's reaching remote populations, leveraging digital technology, or responding to the broader demands for flexibility in today's education, co-modality is a promising avenue.

Hybrid Student Services: A Must in Quebec's School Service Centres

At a time of labour shortages, school closures and other shocks, it is important to consider transforming the way complementary services are provided in school service centers (CSS), such as speech therapy, psychology, psychoeducation, etc.  

Planning and leading the transformation of education in the digital age

This article presents the main results of the Gestion et leadership pédagonumérique (Gravelle et al., ) research conducted in collaboration with the Ministère de l'Éducation du Québec (MEQ).

Citizenship education in the digital age: the value of deliberative forums

Officially launched in 2019 by the Quebec Ministry of Education, the Digital Competency Framework breaks down the digital competency into 12 dimensions. At the heart of this competency is the dimension "Acting as an ethical citizen in the digital age," which has projected citizenship education to the forefront of digital education concerns, whereas both had been little present within curricular content until now.

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