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Jacques Ginestie - Full Professor at Aix-Marseille University, Director of the Laboratory EA 4671 ADEF (Learning, Education, Assessment, Training). E-mail: jacques.ginestie@univ-amu.frMaria Antonietta Impedovo - Assistant Professor at ADEF Laboratory, Aix-Marseille University. E-mail: maria-antonietta.impedovo@univ-amu.frAddress: ADEF, Aix-Marseille Universite, Campus Saint Jerome, 52, Avenue Normandie Niemen, 13013, Marseille, France.Blended learning is one of the wider used instructional approaches to higher education for initial and continuing education. Blended education proposed between different international regions and countries is still scarce, especially involving developing countries. Specifically, we are interested to explore blended learning course for international teachers and teacher-educators professional learning. Some theoretical and operational principles to the design of blended learning are discussed in a socio-constructivist approach, followed by the description of a blended design in an international project. The paper goes in the direction to explore the potential for global collaboration and cooperative growth in blended learning.

This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

In this chapter, the concept of appropriation, tools and scripts is introduced, with a research example of teachers’ appropriation of iPad in the classroom. Then, the perspective of socio-materiality is here considered as a framework to analyse teaching practices. Research is presented about ITC social and material appropriation, focusing on artefacts in a socio-cultural approach. Critical views of educational technology are useful considering the impact of global crises, as the Covid-19, asking for questioning traditional curricular theories.

The student-teacher is confronted with a complex transition during teacher education. In this chapter, we explore the student-teachers’ challenges during the teacher education to enter in the institutional role and shape the new professional identity. A research about a teacher-student in French context is discussed, followed by a focus on novice to expert transition. In the end, a brief introduction about the indirect method of instructions, the teacher-student master dissertation’s role is discussed concerning the teacher standards toward a personal epistemic synthesis of the teaching experience.

In this chapter, the idea of teacher as horizon worker is developed. The process of teaching-learning, as any human developmental process, takes place in between the past state of affairs and the yet unformed future state. The educational intervention works exactly on this moving horizon, which requires a nomadic teacher, able to move with it. This idea challenges the current vision of teacher professional development as the acquisition of functional technical skills.

International audience; The purpose of this study was to explore the implications of students’ and teacher’s creative configuration in the physical and virtual world. This analysis will be performed in a secondary school. Adopting a socio-material perspective, this paper focuses on embodiment configuration features for sense-making via new technology mediation. The context of this study was a secondary school who were adopting an immersive 3D virtual world in different teaching and learning subjects. Selected episodes from video-recordings of two types of sessions mediated by a virtual world – online and in the classroom – were analysed. The analytical framework of this paper draws on the complex and creative configurations of the body in both the physical and virtual setting. Our results highlight the creative ways in which the arrangement of teacher and student bodies acted as a mediational instrument between real and virtual settings.

This paper explores Pakistan and Bhutan teacher-educator digital competency about the use of social media, digital resources and professional online communities and implications of this use on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher-educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources plays a central role in the introduction of innovative pedagogical practices of teacher-educators, and teacher-educators remain interested in knowledge sharing through social media for their professional learning.

The purpose of the present study was to examine the implications of the learning and teaching students and teachers configuration with Virtual World in middle school. The context is an experimental middle school (students age 11-15) adopting MUVEs as immersive 3D virtual. We conducted participant observation, collecting video-audio records of the teachers and students’ activity, completed with a student focus group and teacher interviews. The analysis identified some implications of the introduction of virtual reality in the school context. Our results highlight the dynamic ways in which the new tools shaped the teaching and learning process.

International audience; Information and Communication Technology (ICT) is yet to penetrate Zimbabwean schools. However, several programs in 2009 and 2011 tried to promote the teaching and learning of science and mathematics in schools through new technologies. Based on the Technology Acceptance Model (TAM), the study aims to assess the effect of technology self-efficacy and prior ICT experience on Zimbabwean in-service science teachers' acceptance of digital videos in science education as required by the demands of the updated curriculum. Quantitative analysis was used to gather data from sixty-three Zimbabwean in-service science teachers. The study has shown a positive effect on the perceptions of the TAM on both technology self-efficacy and prior ICT experience. The study recommends teacher training in the use of ICT, particularly digital videos for the effective teaching and learning process.

This chapter aims to investigate how teachers perceive the usefulness of introducing technological tools (namely, iPad) for the learning/teaching process in a professional secondary school. More specifically, the authors intend to understand how the process of iPad appropriation is identified by the teachers as a learning tool. Through the analysis of focus groups involving different teachers belonging to the same school, the authors intend to detect teachers' self-efficacy and beliefs concerning the appropriation of the use of the iPad in the classroom along a school year. The findings of the study highlight diverse facilitating and hindering elements in the process of teachers' appropriation of such technological tool. The study opens further spaces to examine teachers' and students' perceptions in mastering new technological tools and in building new processes of teaching/learning.

This study explored student teachers’ implicit theories about explaining for the science classroom in three courses at diverse universities. Based on microteaching situations, the participants simulated explanations and discussed the elements they considered relevant for giving peer feedback. This led to the design of rubrics for peer assessment, which expressed their implicit theories about what a good explanation for the science classroom would look like. The three rubrics are presented and discussed in the light of the connections between teachers’ thinking and practice. Shulman’s ideas about professional teaching knowledge development, as well as negotiation of meaning, provide theoretical under-pinning for understanding and expanding student teachers’ thinking about explanations for the science classrooms.

This paper is a reflection on Technological education in the light of the changes that this subject has undergone recently. The first part of the paper provides a theoretical presentation of Technological education from a European perspective. Then a more specific exploration is developed focussing on the middle schools in two selected contexts (France and Italy), considered here as examples of curriculum. Finally, the implications of this subject on current society are explored.

International audience; This paper aims to investigate the “sense” of appropriation of the iPad use by teachers in a professional secondary school. As iPads are increasingly employed in the teaching process in classroom the authors intend to understand how the process of teachers' appropriation of iPad use is perceived as a learning tool. Through the analysis of focus groups with teachers, they intend to detect changes in the sense of appropriation of the iPad in classroom during a school year. The findings of their study allow to identify facilitating and hindering elements that support the process of teachers' appropriation of iPads and open further spaces to investigate the role of new technologies in teaching/learning contexts.

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching. This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria region during the 2010/2011 school year. The study aims to identify within the project central elements that enable students to progress from the mere acquisition of information to a transformation of knowledge, where through applying the teaching, in a constructivist approach to learning, they are able to articulate it in their own language and not that of the teacher as in broadcasted learning environments typical of past generations. The main project-related aspects are investigated, and the role of situated learning and experiential learning is discussed. The changing role of the teacher and the increasing need to understand artifacts, such as tools and signs, are explored.

International audience; ICT is yet to penetrate Zimbabwean schools. However, several programs in 2009 and 2011 tried to promote the teaching and learning of science and mathematics in schools through new technologies. Based on the Technology Acceptance Model (TAM), the study aims to assess the effect of technology self-efficacy and prior ICT experience on Zimbabwean in-service science teachers' acceptance of digital videos in science education as an expectation of syllabuses. Quantitative analysis was done to gather data from sixty-three Zimbabwean in-service science teachers. The study has shown that both technology self-efficacy and prior ICT experience have a positive effect on the perceptions of the TAM. Several recommendations included teacher training are provided.