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{"id":1770,"date":"2017-05-29T15:27:54","date_gmt":"2017-05-29T15:27:54","guid":{"rendered":"http:\/\/mschirahagerman.com\/?p=1770"},"modified":"2017-05-29T15:35:07","modified_gmt":"2017-05-29T15:35:07","slug":"presentation-at-csse-scee-2017-ryerson-university","status":"publish","type":"post","link":"https:\/\/mschirahagerman.com\/2017\/05\/29\/presentation-at-csse-scee-2017-ryerson-university\/","title":{"rendered":"Presentation at CSSE-SCEE 2017 (Ryerson University)"},"content":{"rendered":"

Entre les mois de\u00a0d\u00e9cembre 2015 et avril 2016, j’ai fait une \u00e9tude pr\u00e9liminaire sur le contexte d’int\u00e9gration d’un outil technop\u00e9dagogique qui s’appelle WIGUP <\/a>(While I Grow Up) dans un conseil scolaire dans l’est de l’Ontario. Au cours de notre enqu\u00eate, les participant.e.s ont identifi\u00e9 plusieurs facteurs contextuels qui ont influenc\u00e9 leur choix d’int\u00e9grer ou de ne pas int\u00e9grer cet outil dans leur enseignement.<\/p>\n

Je vais pr\u00e9senter aujourd’hui (le 29 mai) les analyses que j’ai faites avec mon coll\u00e8gue et assistant de recherche, Kamal Imikirene, \u00e0 la r\u00e9union de la Soci\u00e9t\u00e9 canadienne des \u00e9tudes en \u00e9ducation.<\/p>\n

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