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Fostering Distributed Science Learning through Collaborative Technologies
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Fostering Distributed Science Learning through Collaborative Technologies

Author: Jesus Vazquez-AbadNancy BrousseauWaldegg C GuillerminaMylene VezinaAlicia D MartinezAll authors
Publisher: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Edition/Format: Article Article : English
Publication:Journal of Science Education and Technology, v13 n2 p227-232 Jun 2004
Database:ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases: British Library SerialsECO
Summary:
TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers,  Read more...
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Details

Document Type: Article
All Authors / Contributors: Jesus Vazquez-Abad; Nancy Brousseau; Waldegg C Guillermina; Mylene Vezina; Alicia D Martinez; Janet Paul de Verjovsky
ISSN:1059-0145
Language Note: English
Unique Identifier: 425946303
Awards:
Description: 6

Abstract:

TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in Fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a "prototype" community is established, it can become a "terrain" where different aspects could be studied. Subsequently, researchers could gradually take a "back seat" allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed "prototype" distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned.

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