The COVID-19 pandemic forced teachers in Québec to rethink traditional pedagogical strategies as distance education became more prevalent.

Classrooms became virtual thanks to digital technologies, leading teachers to experiment with new approaches in “real time”.

This reality, which is now unavoidable, calls for a synthesis of knowledge on the digitally supported pedagogical practices that should be used, on the one hand, to better meet the needs of students and, on the other hand, to promote their perseverance and educational success. However, beyond this central focus on the student, it is also important to consider the contribution of digital technology to education from both an institutional and organizational perspective in order to identify the elements that explain its adoption and use in the school environment.

At the institutional level, i.e., in the higher education system responsible for training teachers, what activities offered during their initial training integrate digital technologies? What are their objectives and assessment indicators? At the organizational level, i.e., in the institutions where the teachers work, what forms of continuing education on digital technology are offered? What are the impacts? What support is available to them? Finally, what strategic leadership should be provided by the school administration in this context?

Main researcher

Nancy Lauzon, Université de Sherbrooke


Research report

Appendices 1, 2, 3, 4, 5

Call for proposals

Deposit of the research report: March 2022