Monique Brodeur

Human-Computer Interaction: A Review of the Research on its Affective and Social Aspects

Prevailing research influenced by cognitive psychology has dealt mainly with the cognitive aspects of the human-computer interaction (HCI). The advent of computers in schools should prompt educational researchers to scrutinize the affective and social aspects of student-computer interactions since they play an important role in learning. A review of 34 qualitative and non-qualitative studies was conducted. Its main purpose is to synthesize results and to highlight important issues that research has left unsolved. Results concern the nature of the HCI (social or parasocial), the interface (mainly a comparison between graphic and text types), and the relation between variables linked to HCI (mainly trust, locus of control, attitude, ease of use, and liking).

Prevenir les difficultes d'apprentissage en lecture : le defi de la presentation du contenu et de l'organisation des services

This literature review examines the issue of delivery of instruction for students at-risk of reading disabilities. Research has traditionally been more interested in content (what should be taught) than delivery (how it should be taught), leaving to practitioners the difficult task of organising services to students. In order to contribute to fill this gap, the authors review available data on three forms of delivery of instruction: one-to-one tutorial, small group, and enriched classroom teaching. The complementary role of these forms of delivery of instruction is discussed and researchers are encouraged to consider matters related to delivery of instruction when developing reading interventions.

Évolution des conceptions relatives à l’enseignement, à l’apprentissage et aux technologies de l’information et de la communication chez des enseignants du primaire

Le present texte fait etat de l’evolution des conceptions relatives a l’enseignement, a l’apprentissage et aux technologies de l’information et de la communication (TIC) dans le cadre d’une recherche ‐ action ‐ formation visant a accroitre le recours aux TIC chez des enseignants du primaire. Ces conceptions sont degagees a partir de donnees recueillies lors d’entrevues menees aupres de huit volontaires parmi les 40 enseignants engages dans l’etude. Elles sont mises en lien avec deux perspectives de l’apprentissage : le behaviorisme social et le neoconstructivisme. De plus, l’incidence de telles conceptions sur les pratiques d’integration pedagogique des TIC est discutee. Enfin, le present texte suggere des pistes d’intervention susceptibles d’orienter des programmes de developpement professionnel concus a l’intention d’enseignants. Mots cles : Developpement professionnel, changement conceptuel, enseignants, TIC This article reports the evolution in conceptions relevant to teaching, learning and information and communication technologies (ICT) within the framework of an action ‐ training ‐ research aiming to increase the recourse to ICT by primary teachers. These conceptions emerge from the data gathered during interviews conducted with eight volunteers among the 40 teachers engaged in the study. They are linked to two perspectives of learning: social behaviorism and neoconstructivism. In addition, the incidence of such conceptions on the pedagogical integration practices of ICT is discussed. Lastly, the present text suggests courses of interventions likely to orient professional development programmes designed for teachers. Key words: Professional development, conceptual change, teachers, ICT

Le modèle de réponse à l’intervention et la prévention des difficultés d’apprentissage de la lecture au préscolaire et au primaire

Scientific research in education confirms that it is possible to reduce the number of children who struggle with learning to read by replacing the « wait-to-fail » approach by an approach focused on the prevention of failure. The Response-to-Intervention model offers a preventive approach to reading instruction that has been shown to be effective. This paper first describes the operations proposed to prevent learning difficulties and enhance learners’ engagement and success. These operations include the implementation of evidence-based teaching practices, the regular screening of children at-risk or facing difficulties, and the progressive intensification of supplemental interventions to address their needs. Then, the detail of these operations is discussed. Finally, we summarize the conditions that are essential to a successful application of the model, namely, planning, implementation, impact assessment and continuous improvement.