TEACHING, LEARNING, AND KNOWLEDGE BUILDING: THE CASE OF THE REMOTE NETWORKED SCHOOL INITIATIVE

Author:

Laferrière Thérèse1,Barma Sylvie1,Gervais Fernand1,Hamel Christine1,Allaire Stéphane2,Breuleux Alain3

Affiliation:

1. Université Laval, Québec, Québec, Canada

2. Université du Québec à Chicoutimi, Saguenay, Québec, Canada

3. McGill University, Montréal, Québec, Canada

Abstract

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 knowledge building in small rural schools. The first eight years of the RNS are examined applying Engeström’s activity theory 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 matters when new technologies designed to support co-teaching and co-learning within and between classrooms are introduced. Two activity systems or more shared the same object such that students would engage actively in collaborative online discourse for solving authentic problems. To this end the trajectory of the RNS initiative had to overcome contradictions. As a result an expansive learning cycle was documented. Key words: activity theory, collaboration, expansive learning, remote networked school.

Publisher

Scientia Socialis Ltd

Subject

Education

Reference33 articles.

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3. Allaire, S., Beaudoin, J., Breuleux, A., Hamel, C., Inchauspé, P., Laferrière, T., & Turcotte, S. (2006). L'école éloignée en réseau. Rapport de recherche, phase II, CEFRIO, Québec.

4. Banathy, B. H. (1991). Systems design of education: A journey to create the future. Englewood Cliffs, NJ: Educational Technology Publications.

5. Barab, S. A., Barnett, M., & Squire, K. (2002). Designing an empirical account of a community of practice: 906 Characterizing the essential tensions. Journal of the Learning Sciences, 11 (4), 489-542.

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