Teaching, learning, and knowledge building: The case of the Remote networked schools initiative

Article de revue


État de publication: Publiée (2012 Mars )

Nom de la revue: Problems of Education in the 21st Century

Volume: 40

Intervalle de pages: 96-113

ISBN: 1822-7864

URL: http://www.scientiasocialis.lt/pec/node/files/pdf/vol40/96-113.Laferriere_Vol.40.pdf

Résumé: The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledgebuilding in small rural schools. The first eight years of the RNS are examined applying Engeström’s activitytheory framework, and more specifically the concept of expansive learning wherein we document the 7 stages. Tensions and contradictions are identified to provide an “inside” understanding of what matterswhen new technologies designed to support co-teaching and co-learning within and between classrooms areintroduced. Two activity systems or more shared the same object such that students would engage actively incollaborative online discourse for solving authentic problems. To this end the trajectory of the RNS initiativehad to overcome contradictions. As a result an expansive learning cycle was documented.

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