Word from the editor
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!
Martine Rioux, Editor-in-Chief (@riomarti)
Audrey Miller, editor (@millaudrey)
September 2022 - Vol. 25 No. 1
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 in Chief
Director of Development
Tracey-Lee Batsford, Josée Tardif, Audrey Miller, Alexandra Coutlée
Review of proofs
Jason Belzile, Laurie Couture, Karla Mora
Kate-Lyn Lapointe (EMBLÈME Communication)
Legal deposit 3rd quarter 2022
National Library and Archives of Quebec Library and Archives Canada
ISSN 1706-0907 (Print)
ISSN 2369-1662 (Digital format)
The professional magazine for teaching in the digital age!
EngagED Learning magazine supports and inspires teachers, educational consultants and school administrators. There are 3 new issues per year, available in print and digital format. Subscribers also have access to exclusive online content. You can subscribe personally or take advantage of a school or institutional license.