Repenser à fond l’école du 21e siècle : impact des changements sur l’enseignement et l’apprentissage de mathématiques à l’ère de l’intelligence artificielle et de la cryptographie (PDF). Actes du Colloque du Groupe de didactique des mathématiques du Québec 2017, Canada, 31 mai-2 juin, p. 230-241.
Le monde numérique est en train de bousculer toutes les facettes de la société moderne en imposant des changements radicaux dans le mode de vie et de travail de tous les citoyens. Plusieurs littératies nouvelles voient le jour en reflétant une demande croissante quant aux habiletés de résoudre des tâches plus complexes dans des environnements riches en technologies numériques. On parle notamment d’une littératie numérique, de la littératie financière, ainsi que de la littératie des données. L’enseignement de mathématiques au 21e siècle doit-il aussi tenir compte de ces littératies en les intégrant au curriculum scolaire et postsecondaire? Si oui, de quelle façon faut-il le faire? Comment cette intégration affectera-t-elle les contenus traditionnels? En lien avec le thème du Colloque et de la Table ronde, ce texte réflexif a pour but de poursuivre la discussion tant au niveau théorique que pratique, en faisant des recherches sur le terrain.
Measurement of Computational Thinking in K-12 Education: The need for innovative practice (PDF). Digital Technologie:SustainableInnovations forImproving Teachingand Learning, Springer 2018, p. 193-222.
We are currently living in a period where computational thinking (CT) will influence everyone in every field of endeavor (Wing, 2006, 2008). While its definition as well as its place in school curricula are still not clear, the process of integrating CT within the K-12 school system is underway. In New Brunswick, Canada, as in other parts of the world, more and more students are being exposed to a different programming and coding activities that seek to introduce CT skills such as abstraction, decomposition, algorithmic thinking, as well as pattern recognition while solving problems in a variety of technology-rich environments. Our 3-year study of innovative practices targeting the development of CT consists of three main stages: (1) the research and development of a visual data flow programming language for development of CT skills in K-12, (2) the development of a testing method based on a selection of tasks and its application to measuring CT in middle and high school students, (3) deeper investigation into the process of CT development in students, along with the elaboration of a novel testing suite in order to better detect students’ progress for each of four components of CT skills. Our findings demonstrate, along with students’ engagement and interest in solving challenging tasks, the complexity of issues that emerge from this process as well as possible paths for future investigations.
Closing the Gap: How Can the School System Embrace the Age of Acceleration? (PDF). EdMedia 2017 – Washington, DC, United States, June 20-23, 2017
Facing increasing demand from the digital industry, the school system has been suffering to prepare student for the digital society. The education system needs to have a complete face lift. Therefore, we have identified Three Educational Forces that could transform the learning culture to prepare students for the digital society.
Towards the Life-Long Continuum of Digital Competencies: Exploring combination of soft-skills and digital skills development (PDF) International Technology, Education and Development Conference, March 2017, 9518-9527.
A new trend that is spreading in different parts of the world, advocates a gradual transition of digital literacy to the notion of digital competences, since these are key competences for lifelong learning.
The purpose of this research study is twofold: to have a better understanding of the efficiency of the personal mobile device used as an instructional tool and to develop a systematic process to allow schools to incorporate a BYOD program safely, as part of the school culture.
In September of 2009, students and teachers from Riverview Middle School embarked on a two year unique journey utilizing Apple iPod touch as a resource tool to improve learning in the areas of literacy and numeracy.
Perception and Attitude of School Administrators regarding ICT integration.
Achieve Magazine, Fall, (P.9)
Mike Belong, Principal Moncton High School, Moncton, NB
I have had the great privilege to have worked with some outstanding people throughout my twenty-seven year educational career and I can honestly say I have worked with none better than M. Mario Chiasson.
I hold Mr. Chiasson In the highest esteem and his passion and work ethic is contagious; he makes us all better. He is an incredible leader and an even better person!