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The Remote Networked School (RNS) Model: An ICT Initiative To Keep Small Rural Schools and Their Local Community Alive
| Content Provider | Semantic Scholar |
|---|---|
| Author | Allaire, Stéphane Laferrière, Thérèse Bikie, Nadège Hamel, Christine Labonté-Hubert, Émilie Deslandes, Rollande Gagnon, Vincent |
| Copyright Year | 2011 |
| Abstract | The importance of peer interaction for learning pur poses is a well-known fact in educational theory, and a school of a small size is particularl y challenged to engage same-age students in social exchange of this nature. For almost a decade , an action research partnership (Laferrière & Breuleux, 2002) has been established. A systemic ap pro ch was applied (Banathy, 1991; Engeström, 1999; Seidel & Perez, 1994). It has mean t tackling an educational challenge and social one as well as distance from urban areas usi ng the support of the Internet. Partners’ objective was to design and study (see design exper iment methodology: Brown, 1992; Collins, 1992; 1999), from an ecological perspective (Nardi & O’Day, 1999). The model that was cocreated was meant to enrich interactions for lear ning purposes in rural schools. More concretely, with the use of information and communi cation technologies (ICTs), we designed a model whose purpose is to bring classrooms of diffe rent schools and regions to work and learn together. This paper focuses on two poles of result s of the Remote Networked School (RNS) model: 1) the advantages of collaboration between s chools from teachers’ point of view; 2) parents’ social representations of the RNS model an d its value as it pertains to their children’s education. |
| File Format | PDF HTM / HTML |
| Volume Number | 5 |
| Alternate Webpage(s) | http://www.ernape.net/ejournal/index.php/IJPE/article/viewFile/171/118 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
