The TeleLearning PDS supports innovative pedagogy using information and communication technologies (ICT). It is a shared space devoted to the understanding of teaching and learning in network-enabled classrooms, schools, and university-school partnerships. Collaborative reflection on practice, inquiries into learning to teach with ICT, and knowledge building are the main activities. Pre-service teachers, in-service teachers, graduate students, and teacher educators conduct network-enhanced activities at different local sites. They participate in local and regional professional development workshops as well as in major international scientific meetings.

The professional development model put forward begins with the actor's consciousness of the network phenomenon and his or her willingness to develop the knowledge and skills in order to master new available tools for learning and teaching. Access issues (level of electronic connectivity, choice of software, etc.) must be faced in order for a teacher or a teacher candidate to see new pedagogical possibilities, and innovate in one's teaching. TeleLearning Network of Centres of Excellence R & D activities (Theme: Educating Educators, 1995-2002) have emphasized sense-making, intentionality, and meaningful use of ICTs. From different sites across Canada, researchers inquired into thoughtful and effective uses of ICTs. With each new grant, they are moving to more complex teacher learning goals, and advanced research designs.

With TL-NCE funding having been extended until march 31st, 2004, this page offers an opportunity for a closer look at our activities:

Designing the TL-PDS Phase III (2002-2004): Collaborative knowledge building activities by and for teachers
Designing the TL-PDS Phase II (1999-2002): Learning to teach in the networked classroom through collaborative inquiry
Designing the TL-PDS Phase I (1995-1999): A virtual community of support and communication for pre-service teachers

  • Student teachers' online collaborative journal writing and reflective practice (early field experiences and student teaching in associated schools) (1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004)
  • Student teachers' online collaborative knowledge building (student teaching in associated schools) (2002, 2003, 2004)
  • Student teachers' integration seminar & porfolios (see PROTIC Classrooms)
  • Student teachers' collaborative inquiries in networked classrooms (supported by VGroups (Virtual-U) and Knowledge Forum)
  • Graduating and graduate students' design of virtual tours related to innovative use of new technology for teaching, learning, and knowledge building (2001, 2002, 2003, 2004)
  • Inservice teachers' professional development supported by VGroups (Virtual-U) and Knowledge Forum
  • Graduate students' and teacher educators' writing of case studies (on-site and on-line ethnographical work)
  • Researchers' designs: human interaction for learning and knowledge building with Internet-based tools that support collaboration

Blended Graduate and Undergraduate Courses and Teaching Practica

  • McGill TeleLearning Institute (August '98, August '99, August 2000, August 2001, August 2002, August 2003)
  • OISE/UT Knowledge Building Institute (August '98, August '99, August 2000, August '01, August '02, August '03)
  • École d'été en téléapprentissage pour enseignants et stagiaires d'écoles associées à l'Université Laval (August '96, '97, '98, '99, 2000, 2001, 2002, 2003)

  • Canadian Association of Deans of Education (January 2004)
  • Alberta Commission on Learning (February 2003)
  • Saskatchewan School Boards Association (2002)
  • Ontario Knowledge Learning Network (2000)
  • Conseil supérieur de l'éducation, Quebec (1999)
Presentations 2003-2004
  • Laferrière, T., & Breuleux, A. (March, 2004). Knowledge building: Innovative practice in network-enabled classrooms. Poster session at SITE 2004, Atlanta, USA.
  • Laferrière, T. (February, 2004). Society for Information Technology and Teacher Education (SITE). National Symposium on the Integration of Information and Communication Technologies (ICT) in Faculties of Education in Canada, University of Calgary.
  • Laferrière, T. (December, 2003). Virtual practica in teacher education. University of Hong Kong.
  • Laferrière, T. (October, 2003). Connectivity – A Lever for Whole School Change. Network of Innovative Schools, Calgary.

Presentations 2002-2003

  • Campos, M., Laferrière, T., Messas, & Allaire. (2003). Analysing argumentation procedures of electronic conference transcripts of student teachers: A conceptual tool. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago.
  • Laferrière, T. (2003). Faculty of Education, Queen's University, April.
  • Laferrière, T. , Breuleux, A. (2002). Virtual ethnography in remote networked schools. Fall meeting of the Association pour la recherche qualitative, Trois-Rivières, Québec, November.
  • Laferrière, T., Lamon, M., Murphy, E., McAuley, S., & Breuleux, A. (2002). IsCoL presentations. Meeting of the SchoolNet Network of Innovative Schools, Mississauga, Ontario, October.
  • Laferrière, T., & Breuleux, A. (2002). Networked learning communities: Lessons learned and future challenges. Colloquium From real to virtual: boundaries, convergence and openings of knowledge networks, The Learned societies, Toronto, May.
  • Campos, M., Laferrière, T., Murphy, E., Lapointe, J., and Viens, J. (2002). Electronic conferencing: Early results in measurement and evaluation, and related challenges", Annual Meeting of the American Educational Research Association, New Orleans, April.
Presentations 2001-2002
  • Laferrière, T. (2002). Integrating CSCL and the Barcelona Universal Forum of Cultures 2004. CSCL 2002. Boulder, Colorado.
Presentations 2000-2001
Poster Presentations 2000-2001
Workshops 2000-2001
Presentations 1999-2000
  • Laferrière, T. (April, 2000). Networked communities of learners: The TL*NCE teacher education approach to teacher education reform. (AERA), New Orleans.
  • Laferrière, T. (April, 2000).Virtual-U Supported Networked communities of learners: The TL-NCE Teacher Education Approach TechVision 2000, Jamaica.
  • Laferrière, T. (April, 1999). Is IT only a tool? ­ Teachers and Education Reform in a Networked World. American Educational Research Association (AERA), Montreal.
  • Breuleux, A., & Laferrière, T. (April,1999). Scholarship of teaching reconsidered; teaching and research in learning communities. CILT '99 : Charting the Frontiers of Learning Technologies, San Jose.
Presentations 1998-1999
  • Laferrière, T., Erickson, G., & Breuleux, A. (June, 1999). Trends in higher education, and new avenues for teacher educators. Canadian Society for the Study of Education (CSSE).
  • Glickman, V., & Laferrière, T. (May, 1999). Research and Measurement Group Report. SchoolNet Advisory Board, Ottawa.
  • Laferrière, T. (April, 1999). Is IT only a tool? ­ Teachers and Education Reform in a Networked World. American Educational Research Association (AERA), Montreal.
Web-extended conference activities
February, 2004