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IKIT Virtual Tours 1:2:3 technology supporting innovation

The distinction between learning and knowledge building.

Learning is an internal, unobservable process that results in changes of belief, attitude, or skill. Knowledge building, by contrast, results in the creation or modification of public knowledge --knowledge that lives 'in the world' and is available to be worked on and used by other people. This mode operates beyond the division of labour with its restrictive notions of expertise, and promises to span boundaries, borders, and artificial limits.

Conference Proceeding

Technology for Advanced Collaboration among Teachers

Click here if you would like to look inside this database, use 'tour' for the registration code. You can also email Therese Laferriere for more information.

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Collaborative Science
Concurrent Assessment

Spanning the boundaries

Researcher Perspective Allowing student teachers to have a close look at relevant knowledge building artefacts of previous student-teachers and graduate students in the Protic classrooms

Teacher in Training Perspective Secondary students mentor other students by helping them to ask deeper questions

Knowledge Builders
  • identify problems of understanding and concepts beyond current comprehension
  • establish and refine goals based on progress
  • identify principles, shared goals, and standards that guide the community's work, and contribute to it
  • engage in discourse that is focused on idea improvement, with all ideas
    --those of the teacher, the learner, the textbook-- treated as improvable

    • These projects are supported by the Social Sciences and Humanities Research Council of Canada : INE Outreach Grant


    Who 6 pre-service teachers in the 4th year

    + 4 pre-service teachers in their 2nd year

    + 1 graduate student, Stéphane Allaire

    + 1 teacher educator, Thérèse Laferrière


    + 240 junior high and high school learners (8 classrooms)


    + student teachers and teachers from previous semesters who left learning and knowledge building artefacts to the TACT Community.     		Welcome to the Apprendre à enseigner dans une classe en réseau / Learning to teach in a network-enabled classroom student teaching database tour. This database was built at a Professional Development School where student teachers from Laval University (B. Ed. in Secondary Education) do their student teaching. The teacher educator, Thérèse Laferrière, has been doing research on learning to teach in network-enabled classrooms at that professional development school. Becoming a knowledge building community in network-enabled pedagogy has been the goal for a few years. To this end, Knowledge Forum software is considered to be key -- in French, one would say: Le KF est incontournable. During Fall 2002, the focus was put on the role of the teacher as a guide in a learning community.
    Where Quebec City, Compagnons-de-Cartier Professional Development School, a school of over a thousand students which is a field placement for over 40 student teachers every year The fully fledged school-within-a-school program, the PROTIC Program, counts over 300 students (2 classrooms per grade X 5 grades). The distinctive elements of the program are the following ones: student-owned laptops, learning projects, teamwork, teacher/peer authentic assessment, and community. Given the restrictive curricular demands, knowledge building is still a new reality at the school for teachers and students. However, the fact that the school reform underway calls on teachers' knowledge and "savoir-faire" to graduate students with 21st Century skills is a catalyst.
    What The pedagogy of the network-enabled classroom
    How Through collaborative reflective practice, inquiry, and knowledge building, to become an effective practitioner in a network-enabled classroom
    When Fall 2002