Cet article rend compte d’une analyse des représentations avec des enseignants, qui a eu lieu à la fin d’une expérience d’implantation d’un portfolio électronique favorisant l’autorégulation des apprentissages des élèves et la professionnalisation des enseignants. Le texte s’appuie sur le contexte éducatif québécois actuel. Ensuite, il présente une revue de littérature entourant les compétences technologiques, les portfolios électroniques et l’autorégulation des apprentissages. La méthodologie présente le design de la recherche, les instruments utilisés pour les entretiens et pour animer le groupe de discussion. Les résultats montrent que pour une enseignante qui avait déjà adopté la pédagogie sous-jacente au renouveau pédagogique Québécois, le portfolio électronique était une expérience fort utile. Toutefois, pour les deux autres enseignants, l’implantation du portfolio électronique était beaucoup trop exigeante. Finalement, nous discutons des implications des résultats, autant au point de vue de l’expérience d’implantation des portfolios électroniques que du point de vue de la contribution méthodologique. This article presents an analysis of the perceptions of teachers, which took place in 2010 at the end of an experiment implementing an e-portfolio that facilitates student self-regulation of learning. The article is based on the current Quebec educational context. It presents a review of literature on technology skills, e-portfolios and the self-regulation of learning. The methodology describes the research design, the tools used in the individual interviews and in the group discussion. The results indicate that the e-portfolio was a valuable experience for a teacher who had already adopted the pedagogy underlying the education reform in Quebec. However the implementation of the e-portfolio was difficult for the other two teachers due to challenges in terms of technology and managing students. Finally, this article discusses the implications of the results, both in terms of the experience of implementing e-portfolios and the methodological contribution.
The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008) and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM's continued development.
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