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Lessons Learned BCT Project

Building Community Through Telecollaboration

Fourth Face-to-face Meeting

Year Three

Laval Sheraton Hotel

April 20, 2010

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Lessons Learned from the Building Community through

Telecollaboration Project

As part of a Cefrio study, several years ago, over 100 teachers and leaders in nine of Quebec’s English-speaking school boards were interviewed on the factors that influenced the use of ICT – supported teaching/learning

Four factors emerged as being important:

Belief, Expertise, Support and Time

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BEST: Belief, Expertise, Support and Time

Belief: Teachers were willing to learn and use ICT teaching-learning strategies if they believed they would benefit student learning

Expertise: Teachers realized that they had to acquire new knowledge and skills related to the use of ICT in their teaching

Support: They recognized the need for equipment and technical support as well as ongoing professional development support

Time: They understood that learning this new knowledge and skill required considerable time and practice

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Lessons Learned about Beliefs Related to Student Learning

Teachers report students: really enjoy sharing their work with authentic

audiences enjoy learning about and with ICT are taking increased ownership for their learning are learning how to collaborate more effectively are beginning to understand the importance of

digital etiquette and are trying to use ICT appropriately

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Lessons Learned about Beliefs Related to Teacher Learning

Teachers report: they are acquiring increased expertise related

to the use of ICT in their classrooms it is important to focus on pedagogy first and

then the ICT tools to support it it is important to focus on learning only the

ICT tools that are needed for a project they are developing new strategies for

collaborating with colleagues

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Lessons Learned about Beliefs Related to Teacher Learning

Experienced BCT teachers: stress the importance of being willing to take

risks emphasize that it takes time to become

competent in the new ICT literacy encourage new teachers to reach out for

support from colleagues in face-to-face situations or online

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Lessons Learned Related to ExpertiseWe found that: differentiated learning is needed as there is a

wide range of expertise within the BCT community

beginners appreciated taking “baby steps” and benefitting from support from their colleagues

experienced BCT teachers are willing to provide support and collaborate with others

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Lessons Learned Related to Support

The following are crucial sources of support: the Cycle Team Leaders in each Cycle Network the principal and other administrators in

providing the resources, time and technical support

the local Recit and ICT staff for both technical and pedagogical support

collegial support from other BCT teachers on pedagogical, technical and collaborative aspects

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Lessons Learned Related to: TimeWe found: there is a danger of “overloading” teachers, their

primary focus must be on the learning and development of their students

there needs to be a flexible time window for making contributions to the project

involvement in the project should blend work and learning - it should not be an add-on

teachers need time to meet, plan and share within the school day

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Concluding ObservationsTeachers are taking increased ownership for

the direction and success of the BCT Project

Ongoing online communication requires considerable time and teachers are often pressed by classroom responsibilities

Participation in the BCT project increases as teachers become more competent