Abstracts
Abstract
This piece is an autobiographical reflection on practice. Models of professional development are reviewed based on personal experience in the field working with practicing teachers in a variety of capacities. A case is made for teacher inquiry as a model for sustained professional improvement over time that is personally meaningful and potentially transformative. The reader is invited to consider how education technology leaders can leverage the potential of connected classrooms by transforming teacher practice.
Résumé
Ce texte est une réflexion autobiographique sur une de mes expériences pratiques. Des modèles de développement professionnel sont examinés sur la base de mon expérience sur le terrain auprès d’enseignants possédant des habiletés diverses. Je suggère que les recherches menées par des enseignants constituent un modèle de développement professionnel durable à long terme, puisque authentique pour l’individu et potentiellement transformateur. Le lecteur est invité à réfléchir aux manières dont les leaders technologiques peuvent maximiser le potentiel de classes branchées, en transformant la pratique enseignante.
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Appendices
Biographical note
TOM FULLERTON is a graduate student at McGill University in the Department of Integrated Studies in Education. He has worked as a classroom teacher, a Pedagogical Consultant, for the Ministère de l’Éducation, du Loisir et du Sport and taught both undergraduate and graduate students at Concordia, McGill and Simon Fraser. His current research is in the area of teacher inquiry.
Appendices
Note biographique
TOM FULLERTON is a graduate student at McGill University in the Department of Integrated Studies in Education. He has worked as a classroom teacher, a Pedagogical Consultant, for the Ministère de l’Éducation, du Loisir et du Sport and taught both undergraduate and graduate students at Concordia, McGill and Simon Fraser. His current research is in the area of teacher inquiry.