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We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we found that (a) the role of the facilitator was crucial, (b) different forms of support were present, and (c) the impact extended beyond the involved participants. These cases represent an option for both the design of curricular material for classrooms and a curriculum for teachers' continuous professional development.Résumé: Nous présentons les points de vue d'enseignants et d'autres intervenants qui ont participéà la conception de matériel pédagogique dans trois contextes différents : un groupe indépendant participant a la mise au point de leçons, des enseignants participantà des programmes de développement professionnel et, enfin, une initiative régionale de production de tâches visantà améliorer les capacités au calcul. Nos résultats ont montré entre autres que : le rôle du facilitateur aété crucial, qu'il y a eu plusieurs formes de soutien et que leur impact allait bien au delà des participants. Ces trois cas représentent une possibilité aussi bien pour la conception de matériel pédagogiqueà utiliser en classe que pour un curriculum de perfectionnement professionnel et de formation continue destiné aux enseignants.

Student engagement, and in particular intellectual engagement, has been identified as a key factor in learning at the high school level. While this type of engagement has an impact on student learning in fields related to science, technology, engineering and mathematics (STEM), it also has a positive impact on the learning of other disciplines such as English, Fine Arts, and Social Sciences. This report describes a set of projects co-designed by teachers and education specialists aimed at engaging students intellectually in each major high school subject area. Student use of mobile technologies, in this case the iPad2, features prominently in each of these projects. Interviews with teachers and students were conducted in order to identify evidence of intellectual engagement, as well as studentsâ?? interactions with the mobile device. Data from a survey was also used to identify the level of engagement of students involved in these projects.

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Abstract-While there have been numerous initiatives to promote and recruit students into postsecondary studies in science, technology, engineering and mathematics (STEM) around the world, traditional programs of studies for both K to 12 school and teacher education still lack an integrative approach to these disciplines. Addressing this concern, the Werklund School of Education of the University of Calgary started to offer a course in STEM education for the undergraduate Bachelor of Education program. The purpose of this article is to document the first iterations of this course. We draw from narratives of four instructors, including the coordinator of the course, and administrators who were actively involved in creation and approval of the course. We describe the course and its connection to the philosophy of the program, examine the context in which this course was conceived-including both national and provincial policyand address some challenges and possibilities experienced by administrators, instructors and students during the creation and implementation of the course.