Online Teacher Professional Development in Canada: A Review of the Research

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray

When students learn online, they do so within a wider context of digital disarray, marked by distraction, disorder and disconnection, which research shows to be far from conducive to effective learning. Specific educational issues include a lack of focus, linked to information overload in an environment characterized by misinformation and disinformation, as well as a lack of connection to the self and others. Arguing that today’s growing focus on digital literacies in education already serves as a partial response to digital disarray, this evidence-based position paper proposes the concept of attentional literacy as a macroliteracy which interweaves elements of now established literacies with the emerging educational discourse of mindfulness. Through attentional literacy, students may gain awareness of how to focus their attention intentionally on the self, the relationship with others, and the informational environment, resulting in a more considered approach to learning coupled with an appreciation of multiple shifting perspectives. Armed with this developing skillset, students stand to benefit more fully from digital educational experiences. Considerations for continuing research in this area include the need to adopt a critical stance on mindfulness, and the need to operationalize attentional literacy for the classroom.

Editorial: Volume 47 Issue 2

Collectively, CJLT Issue 2, 2021 brings together the results of research conducted in Europe, Latin America, and Canada. CJLT has supported the advancement of research on teaching and learning with digital technologies in Canada and around the world for many years and will continue to do so in the coming years. We hope that you will find in our journal answers to the many questions you have about the pedagogical transformations that have been necessary to better adapt to current demands. We thank our reviewers for the time invested in reviewing the manuscripts.

Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

The present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.

Evaluation informatisée du vocabulaire chez les enfants de 8 à 11 ans

Cette étude pilote a pour objectif de construire une nouvelle épreuve informatisée d’évaluation du vocabulaire en langue Française, destinée aux élèves de primaire. Des tâches à choix multiples mesurant l’étendue (i.e., Image) et la profondeur du vocabulaire (i.e., Synonyme, Définition) ont été administrées à 255 enfants. La rapidité et l’exactitude des réponses ont été enregistrées. Comme attendu, les analyses ont révélé que le niveau scolaire, le genre, et la fréquence lexicale des items impactaient les temps de réponse et/ou réponses correctes. Les performances s’améliorent avec le niveau scolaire et pour les mots fréquents. Les filles semblent avoir un vocabulaire plus riche que celui des garçons (e.g., profondeur) et elles semblent moins sensibles à la fréquence des mots que les garçons. Une analyse des qualités psychométriques de l’épreuve a permis de retenir une épreuve en 36 items ayant une consistance interne satisfaisante. Enfin, une analyse factorielle confirmatoire n’a pas permis de mettre en évidence une structure en deux facteurs du vocabulaire (e.g., profondeur, étendue). Les résultats sont discutés en termes de qualité de représentations lexicales et de choix des tâches.

Knowledge Building International Project as an Innovative Learning Environment

The Knowledge Building International Project (KBIP), implemented in a network of eight schools in Catalonia, demonstrates the value of an Innovative Learning Environment (ILE) towards supporting dialogical, technological, and systemic dimensions in teaching and learning. Using a design-based research (DBR) approach, a survey queried teachers, students, and external stakeholders regarding their perceptions about educational innovation. The results provide both the profile and the innovative nature of the whole KBIP experience at each participating school. The main results help illustrate the potential of KBIP methodologies. The findings exemplify the value of this particular DBR method for evaluating educational innovations.

Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science

The aim of this quantitative research is to analyze the impact of Facebook in the teaching-learning process in financial mathematics education, using data science, machine learning, and neural networks. The sample is composed of 46 students from the Bachelor of Administration, Commerce and Marketing program at La Salle University. The results of machine learning (linear regression) indicate that sending messages, watching instructional videos, and publishing exercises on Facebook supports the teaching-learning process in financial mathematics. Likewise, data science identified six predictive models for the use of Facebook in the educational context, by means of the decision tree technique. Analysis using neural networks identified the influence of sending messages, watching instructional videos, and publishing exercises on Facebook during the assimilation of knowledge and development of mathematical skills. Finally, Facebook is a technological and communication tool that transforms the organization of teaching and learning activities in financial mathematics education.

Émergence des « learning analytics » en éducation : quelques défis et enjeux de l’analyse de l’apprentissage

Lors du colloque EDUsummIT 2019, un groupe de travail a mené une réflexion sur l’analyse de l’apprentissage. En tant que membres francophones de ce groupe, nous présentons et discutons dans cet article les recommandations du groupe de travail quant au déploiement de l’analyse de l’apprentissage dans les établissements d’enseignement dans un avenir rapproché. Certains éléments à considérer dans l’intégration de l’analyse de l’apprentissage, dont le rôle des fournisseurs de service, les compétences nécessaires pour interpréter les données et les effets potentiels de telles analyses sur la conception de l’apprentissage, sont abordés.

L’apprentissage connecté des jeunes en contexte d’éducation formelle francophone

L’apprentissage connecté est une pratique éducative croissante qui a été repérée par les délégué·e·s d’EDUsummIT2019 et qui en ont fait un thème de travail lors de leur examen des relations curriculum/pratiques pédagogiques/évaluation des apprentissages. Le présent article porte sur la manière avec laquelle le concept connected learning a été interprété et mis en œuvre dans le contexte culturel français et francophone, et il suggère que les « passages » de frontières, qui en reflètent le dynamisme, améliorent l’éducation formelle, notamment dans des cas d’élèves ou de classes défavorisées (classes rurales isolées). Cette interprétation repose sur des repères historiques ainsi que sur les notions d’agentivité, d’interaction et de connexion. L’étendue et la mise en œuvre de ce concept sont illustrées par le cas de l’école (éloignée) en réseau, une innovation qui s’adapte selon les contextes, dont celui de la COVID-19, par des allers-retours entre le local et le délocalisé. Deux interrogations en ressortent, l’une concernant la reconnaissance des apprentissages réalisés en dehors du contexte de l’éducation formelle et l’autre, la gestion de la désinformation.

Safe and Responsible Internet Use in a Connected World: Promoting Cyber-Wellness

Cyber-wellness concerns positive wellbeing in online spaces, including awareness of how to behave appropriately and protect oneself. We explain and illustrate the complex nature of cyber-wellness, focusing on four key aspects. Firstly, developing students’ information and media literacy skills is essential for promoting cyber-wellbeing. Such skills are also required for supporting democratic participation. Secondly, we identify and discuss the threats and challenges to young people’s cyber-wellbeing, arguing for the need to develop digital resilience. Thirdly, we discuss the role of policy at macro, meso and micro levels and how policy and educational practitioners can promote cyber-wellness awareness, knowledge and strategies. Finally we review the limited scholarship on cyber-wellness education and highlight the need to address this gap in the future. We conclude the article with consideration of the issues faced and opportunities for overcoming these. It is imperative that further work is undertaken on the conceptualisation of cyber-wellness and that concensus is developed. There are issues relating to the continual rapid developments of techologies and their uses; it is important to develop a shared understanding of the mutual relationship between technology and humans. Finally, there is a lack of guidance and good practice exemplars for cyber-wellness education.