Sunny Jonathan Jean-Jacques Laurent Avry

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Sustaining changes in teachers’ practices is a challenge that determines the success of curricular reforms, from which Digital Education (DE) is not exempt. As the literature on sustainability is considered “scarce” and “scattered”, long-term studies model ...

Background Early exposure to Computer Science (CS) and Computational Thinking (CT) for all is critical to broaden participation and promote equity in the field. But how does the introduction of CS and CT into primary school curricula impact learning, perce ...

This dataset contains the quantitative teacher data used to analyse the sustainability of an in-service teacher training program for Digital Education that took place from September 2019 to March 2020 in the Canton Vaud in Switzerland. As such, the study f ...

Purpose- In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the diff ...

Context With the introduction of computer science (CS) into curricula worldwide, teachers’ adoption of CS-pedagogical content is essential to ensure the long-term success of reform initiatives. Continuing Professional Development (CPD) programs play a key ...

Many countries struggle to effectively introduce Digital Education (DE) to all K-12 students as they lack adequately trained teachers. While cascade models of in-service teacher-professional development (PD) can rapidly deploy PD-programs through multiple ...

This paper explores the experience of 14 teacher-trainers involved in a train-the-trainer digital education program in Switzerland. Data collected between August 2019 and June 2021 through focus groups and collaborative portfolios were analyzed through the ...

Résumé du rapport L’année scolaire 2020-2021, a marqué un tournant décisif dans le cycle de vie du projet d’éducation numérique « EduNum ». Si les circonstances sans précédent générées par la pandémie ont forcé la réorganisation des formations continues di ...

L’année scolaire 2021-2022 a constitué un tournant décisif avec l’entrée de tous les cycles dans le projet EduNum. L’organisation, la logistique, la conception des formations con- tinues, des ressources pédagogiques et leur monitoring ont représenté un déf ...

Sunny Jonathan Jean-Jacques Laurent Avry

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Modelling the sustainability of a primary school digital education curricular reform and professional development program

How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps

Dataset to Model the Sustainability of a Primary School Digital Education Curricular Reform and Professional Development Program

Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization

The TACS Model: Understanding Primary School Teachers’ Adoption of Computer Science Pedagogical Content

An adapted cascade model to scale primary school digital education curricular reforms and teacher professional development programs

From teacher to teacher-trainer: A qualitative study exploring factors contributing to a successful train-the-trainer digital education program

Correction: How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps (vol 10, 60, 2023)

Projet EduNum — Obligatoire: Rapport sur la troisième année En Collaboration avec la HEP Vaud, l’UNIL et le DFJC

Projet EduNum - obligatoire et postobligatoire. Rapport sur la quatrième année

Un partenariat recherche – pratique pour l’éducation numérique