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􀀂􀀊􀀅􀀈􀀈􀀉􀀎􀀂􀀌􀀅􀀉􀀈 􀀅􀀈 􀀋􀀇􀀂􀀆􀀆 􀀊􀀍􀀊􀀂􀀆 􀀋􀀃􀀄􀀉􀀉􀀆􀀋  \n􀀂􀀃􀀐􀀈􀀑􀀈􀀐􀀆􀀏 􀀄􀀅 􀀍􀀅􀀎􀀇􀀅􀀃􀀐􀀈􀀌􀀋􀀋􀀅􀀊􀀅􀀋􀀐 􀀍􀀎􀀌􀀇􀀅􀀏􀀏􀀈􀀌􀀋􀀋􀀅􀀉 􀀓 􀀂􀀅􀀃􀀄􀀁􀀜􀀂􀀜􀀅􀀁􀀂􀀃􀀄 􀀆 􀀃􀀂􀀅􀀄􀀅􀀋􀀄􀀆􀀆􀀇􀀊􀀂􀀉􀀄􀀇􀀆 􀀃􀀂􀀆􀀈 􀀇􀀄􀀋 􀀉􀀄􀀌􀀆􀀌􀀄􀀋 􀀅􀀃􀀈􀀇􀀄􀀋 􀀊􀀍􀀊􀀂􀀇􀀄􀀋  \n􀀃􀀎􀀕􀀏􀀖􀀗􀀏􀀒􀀌 􀀅􀀉􀀑􀀌􀀐􀀛 􀀆􀀒􀀏􀀘􀀌􀀔􀀕􀀏􀀖􀀍 􀀃􀀇􀀘􀀇􀀐  \n􀀇􀀗􀀍􀀔􀀎􀀉􀀒􀀌 􀀂􀀐􀀐􀀉􀀏􀀕􀀌􀀛 􀀆􀀒􀀏􀀘􀀌􀀔􀀕􀀏􀀖􀀍 􀀋􀀗 􀀅􀀗􀀍􀀉􀀌􀀊 􀀈 􀀂􀀎􀀏􀀊􀀓􀀗􀀖􀀏􀀑􀀏􀀇􀀉􀀒􀀋􀀕􀀏􀀒􀀌 􀀈􀀘􀀕􀀊􀀓􀀗􀀗􀀌􀀛 􀀆􀀒􀀏􀀘􀀌􀀔􀀕􀀏􀀖􀀍 􀀋􀀗 􀀅􀀗􀀍􀀉􀀌􀀊 􀀌􀀒 􀀄􀀗􀀖􀀇􀀓􀀗􀀇􀀏􀀕  \n􀀁􀀃􀀆􀀇􀀅􀀂􀀄􀀇  \nThis article describes the just-in-time online professional development offered to teachers in the Remote Networked Schools (RNS), a systemic initiative funded by the Quebec Ministry of Education (Canada), which aims at enriching the learning environment of small rural schools with the use of information and communication technologies (ICTs) . The design experiment method studies the activity identified and the types of professional development offered by a university-based intervention team (UBIT) over six years of deployment..  \n􀀁􀀃􀀅􀀆􀀄􀀃  \nCet article décrit le développement professionnel en ligne « juste-à-temps » proposé aux enseignants dans les Écoles Eloignées en Réseau (ÉÉR), une initiative systémique financée par le ministère de l'Éducation du Québec (Canada), et visant à enrichir l'environnement  \nd'apprentissage des petites écoles rurales par l'utilisation des technologies de l'information et dela communication (TIC) . La méthode des plans d’expériences étudie l'activité identifiée et les types de développement professionnel offerts par une équipe d'intervention en milieu universitaire pendant  \n􀀄􀀋􀀙􀀘􀀒􀀓􀀊􀀔􀀛 Professional development, innovation, ICTs, online support, rural education 􀀆􀀒􀀕􀀔􀀜􀀉􀀐􀀌􀀔􀀛 développement professionnel, innovation, TIC, support en ligne, éducation en milieu rural  \n􀀃􀀅􀀆􀀉􀀝􀀈􀀃􀀂􀀉 􀀊􀀕􀀒􀀜 %*􀀞%  \n􀀁􀀅􀀈􀀇􀀆􀀃􀀉􀀂􀀈􀀄􀀆􀀅  \nThe Remote Networked Schools (RNS) is a systemic initiative funded by the Quebec Ministry of Education (Canada) 1 , which aims at enriching the learning environment of small rural schools through the use of information and communication technologies (ICTs) . These rural schools face many issues given the substantial demographic decline and rural exodus experienced in the schools’ communities. Indeed, because of their geographic isolation from urban regions, these schools face challenges such as lack of specialized resources for students, multi-grade classrooms, small numbers of registered students, and professional isolation (caused by low numbers of teachers per school, high turnover, etc.) . To face those challenges, schools engaged in innovative teaching by using ICTs to enrich their students’ learning environments by introducing two electronic tools: iVisit, a desktop videoconferencing system designed to facilitate synchronous verbal interactions and the Knowledge Forum, an asynchronous writing tool designed to promote written interactions and knowledge building (Scardamalia & Bereiter, 1994, 2003) . The introduction of these two technologies afforded collaboration among students from different schools. Over the years, four collaborating universities along with participating school districts offered both onsite and online professional development activities. This paper focuses on types of just-in-time online support provided to teachers.  \n􀀅􀀏􀀕􀀋􀀓􀀈􀀕􀀖􀀓􀀋 􀀇􀀋􀀗􀀏􀀋􀀘  \nInnovation in education is a complicated process because school culture is often understood as resistant to change and very effective at eliminating practices that diverge from standard or current practice (Christensen, Johnson, & Horn, 2008; Cuban, 1986; Fischman, 2000) . Thus, a teacher’s choice to innovate by using ICTs in the classroom is not a simple task, and teachers are therefore reluctant to using them because of the many obstacles encountered (Cuban, 1999; Karsenti, 2004; Larose & Karsenti, 2002; Plante & Beattie, 2004) . Cuban (2000) specified that the lack of teacher commitment regarding the integration of ICTs is mostly related to technical issues (ICTs are said to be too unreliable) or inadequate technology choices for the cl","cbCaipXDs2QSONUR","https://ap.wps.com/l/cbCaipXDs2QSONUR","pdf",416378,"English","# Background and context\n## RNS goals and rural challenges\n## ICT tools introduced: iVisit and Knowledge Forum\n# Professional development approach\n## Just-in-time online support for teachers","[{\"question\":\"What challenges do rural schools face in the RNS initiative?\",\"answer\":\"The document highlights demographic decline, rural exodus, geographic isolation, limited specialized resources, multi-grade classrooms, small numbers of registered students, and professional isolation among teachers.\"},{\"question\":\"Which ICT tools are introduced by RNS to support learning and collaboration?\",\"answer\":\"RNS introduces iVisit for desktop videoconferencing to support synchronous verbal interaction, and Knowledge Forum as an asynchronous writing tool to promote written interaction and knowledge building.\"},{\"question\":\"What does the paper focus on regarding teacher professional development?\",\"answer\":\"The paper focuses on types of just-in-time online support provided to teachers within the RNS professional development activities offered by collaborating universities and participating school districts.\"}]","Remote Networked Schools (RNS) - Just-in-Time Online Professional Development for Teachers | PDF",1792087171]