From the Editor's Desk
There has never been so much talk about educational research and the importance of enhancing experiential knowledge by using evidence to guide educational practices and evaluate the effectiveness of certain interventions.
Educational research is based on something that must not be overlooked: the complexity of the situations and subjects studied and their contexts. Humans also have emotions and socio-economic factors that are constantly changing. It is therefore generally very complex (sometimes impossible) to generalize research results. After all, we are far from the test tubes in the chemistry laboratories! Nevertheless, it is possible to identify broad trends. It is also important to know how to interpret research results with nuances in order to draw inspiration from them. Indeed, results most often reflect a picture captured at a given moment 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? This is at least the idea put forward by researcher Sophie Maunier (see article on page 5).
For this issue, EngagEd Learning has launched a call to research teams (particularly in educational technology) so that they can share and highlight recent findings where learning is supported by the use of digital tools. The goal is to inspire the community, create opportunities, and reach as many teachers, educational consultants and school administrators as possible.
The quantity and diversity of the themes proposed to us are impressive: concrete projects with students, the development of a sense of personal effectiveness, the mobilization of digital technology from the initial training stage, peer feedback, the integration within subject areas, etc.
We invite you to discover this new frontier, which deserves to go beyond the walls of university to stoke the reflections of teams in the field and, perhaps to carve out a place for itself in the sector.
And since we could not publish all the contributions in these pages, make sure you read even more articles here on our website!
Audrey Miller, Editor-in-Chief
Martine Rioux, Managing Editor
September 2022 – Volume 2, issue 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
Tracey-Lee Batsford, Alexandra Coutlée
Tracey-Lee Batsford, Josée Tardif, Audrey Miller, Alexandra Coutlée
Jason Belzile, Laurie Couture, Karla Mora, Karine Turcotte
Kate-Lyn Lapointe (EMBLÈME Communication)
Legal Deposit 3rd trimester 2022
Bibliothèque et Archives nationales du Québec
Library and Archives Canada
ISSN 2564-2510 (Print)
ISSN 2564-2529 (Online)
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EngagED Learning magazine is made for teachers, pedagogical consultants and school leaders. There are 3 new issues per year, available in both print and digital format. You can subscribe for yourself or take advantage of our school license!