What did you do in school today? (WDYDIST) is a collaborative research and development initiative of the Canadian Education Association (CEA) and the Canadian Council on Learning (CCL). Participating schools and school districts will use the results of this research to understand their students' classroom experiences and take steps to enhance learning for young people.

Researchers from Galileo Educational Network are working in partnership with The Learning Bar, CEA and CCL on this research and development initiative.

The learning needs of students are being strongly influenced by three major trends in contemporary society: the increasing integration of Information and Communications Technologies (ICT) in contemporary life and the growing disconnect between life in school and out of school for students; the latest findings on brain-based research on learning which stresses the importance of active engagement and knowledge-building through discussion: and the importance of global understanding, multicultural awareness and local civic involvement for the life of Canadian communities.  To keep schools relevant to students’ future aspirations and employ the technologies they use for their own out-of-school learning requires changes to curriculum, pedagogy and assessment.  (Haughey, 2006, p.1)

Technology has a large role to play in the reinvention of schools, but the infusion of computer-based technologies are meaningless unless they are designed into a curriculum and are chosen to support pedagogical models designed to insure the maximum learning opportunities for all students.  Technology, alone, cannot drive reform. If technology is brought into classrooms without revisiting the curricular and pedagogical issues, it risks being used to implement the educational strategies of the past. We will, in effect, have placed a gas engine in a horse, rather than designed an automobile.

This is an important point, one worth stressing. Curriculum and pedagogy must drive technology use.

This study examines the ways in which teachers design, work and learn when they have continuous access to a laptop computer in a mobile, connected environment.  It also examines the ways in which students build knowledge; interact and collaborate with the teacher, peers and others; and seek feedback from peers, outside audiences, teachers and parents.  

Researchers from Galileo Educational Network are conducting this research in the following four schools.

This study explores student participation in Math fair to gain insight into their experiences.  The study’s objective is to seek evidence of student learning as an indicator of the overall impact of the Galileo’s Math Fair professional development program for K-12 mathematics teachers.  The major research question is what is the impact of math fair on student learning outcomes?  Sub questions include: Did math fair affect student mathematical performance and achievement?  Did math fair influence students’ emotional well-being?  Did students become more confident in their mathematical ability?

This study uses an illustrative case study methodology and data collection including participant observation, interviews and journaling to capture the personal, pedagogical, and institutional contexts of the teachers and students participating in Math Fair.

Research is being conducted by Krista Francis-Poscente, Galileo Educational Network with Dr. Sharon Friesen, of the Galileo Educational Network, University of Calgary.

The purpose of this study is to determine whether the principles of Universal Design for Learning (UDL) result in increased student mathematical proficiency and achievement for all students in a Grade 7 classroom, including those with identified learning needs.

This is a design-based research study conducted for Alberta Education.

Research was conducted by Dr. Sharon Friesen, of the Galileo Educational Network, University of Calgary and Krista Francis-Poscente and Barb Martin of the Galileo Educational Network.

In the fall of 2005, Alberta Education put out a call for proposals for an extension to the second phase videoconferencing initiative.  Five Alberta school jurisdictions were awarded funding to explore one of three themes:  exploring blended learning environments, supporting professional learning communities (PLC’s), or connecting classrooms for enhanced learning.  School jurisdiction’s proposals were developed along one of three themes: exploring blended learning environments, supporting professional learning communities (PLCs) and connecting classrooms for enhanced learning. 

The purpose of this research was (1) to investigate five pilot videoconferencing initiatives in various school jurisdictions in Alberta; (2) to provide guidance to the project stakeholders; and (3) report the findings to Alberta Education.

The researchers chose design-based research to accomplish these goals. “Design-based research can help create and extend knowledge about developing, enacting, and sustaining innovative learning environments” (The Design-Based Research Collective, 2003, p.5).

Research was conducted by Dr. Sharon Friesen of the Galileo Educational Network, University of Calgary and Dr. Jennifer Lock, University of Calgary.

This appeciative inquiry study was conducted with the teacher participants.  The insights of the researcher helped shape the teachers’ understanding, and the insights of the teachers helped shape the research and the insights of the researcher.  In this way the link between research and classroom practice flowed in both directions and the ongoing, iterative research effort and the design and implementation of new ideas, instructional practices and uses of technology became themselves the subject of study.

The Teaching and Learning for a Knowledge Era initiative provides, staffs and sustains diverse learning environments for students from K-12, and for teachers from pre-service to graduate school. These learning environments are being established in local elementary, middle and secondary schools, as well as in the Doucette Learning and Teaching Centre in the Faculty of Education. These diverse learning environments model the effective infusion of technology in all aspects of learners' experiences, including the full range of currently mandated curriculum areas in Alberta schools, especially, but not exclusively, those of science and mathematics education.

Research was conducted by Dr. Sharon Friesen and Dr Pat Clifford of the Galileo Educational Network and Dr. Michele Jacobsen and Dr. David Jardine of the University of Calgary.

Glendale School Study Report prepared by Dr. Garry McKinnon, July 11, 2005 3
In April 2005, as the completion of the sixth year of the partnership between Glendale
School and GENA was approaching, arrangements were made by GENA to have the
author of this report undertake a review of the Glendale School inquiry-based learning
initiative. Through the years Glendale School had been involved in a rural number of
studies and had received a great deal of attention and recognition through special media features and awards. Lori presented the GENA proposal to the staff. In response to the invitation from GENA to become involved in telling the story of the Glendale School experience with inquiry-based learning and the partnership with GENA, the staff expressed an interest in becoming involved in what was described as presenting a snapshot or condensed version of the Glendale School experience with a focus on the perspective of the student, the teacher and the parent.

It was agreed that the author would interview each teaching staff member and as many parents as possible. Students from grades one to six would also be interviewed in their classrooms and they would also be invited to share some personal written observations.

Research was conducted by Dr. Garry McKinnon.

McKinnon, G., (2005). Glendale Elementary School Study Report, July 2005.

Two factors form the research context for this study —practicum opportunities to integrate ICT effectively, and pedagogical integration of ICT during pre-service education. In particular, the study address a major gap identified in the research literature: what is being done differently in programs and in field placements that better prepares pre-service teachers to teach in the 21st century?

The Deans of faculties of education in each of the degree granting institutions in Alberta—the University of Lethbridge, University of Calgary, University of Alberta, King’s University College and Concordia University College of Alberta—nominated sites and/or environments in which they felt emerging practices in teacher preparation would yield insight into innovations that were particularly effective in preparing and supporting pre-service teachers to use technology for teaching and learning within the framework for ICT established by the Alberta Program of Studies. These sites and/or environments included university courses and experiences as well as field placements. Coming to Teaching in the 21st Century was created through the support of Alberta Learning, and in collaboration with representatives from Alberta Learning and the province's five universities, each of which prepares teachers for their work with the children and youth of this province.

Research was conducted by Dr. Sharon Friesen and Dr. Patricia Clifford of the Galileo
Educational Network, with the support of Dr. Jennifer Lock of the University of Calgary.

Clifford, P., Friesen, S. & Lock, J. (2004). Coming to teaching in the 21st century: A research study conducted by the Galileo Educational Network.

In the fall of 2001 the members of the Andrew Sibbald school community entered into a partnership with the Galileo Educational Network Association (GENA) to promote an inquiry-based approach to learning and teaching. It was agreed that GENA would provide expertise, support and assistance to the Andrew Sibbald School community over a three-year period in developing and implementing strategies and programs to promote the active and meaningful engagement of students in relevant and authentic learning experiences using inquiry-based learning as a model.

In February 2004 as the end of the three-year project was approaching, it was agreed that there would be merit in conducting a review of the initiative in order to determine what had been accomplished in terms of the original goals of the project as well as to identify recommendations for the future. The author entered into an agreement with GENA to undertake a study of the initiative.

Research was conducted by Dr. Garry McKinnon.

McKinnon, G. (2004). A study of the Galileo Network/Andrew Sibbald School initiative to promote inquiry-based learning.

This case study is designed to examine how the concept of community is developed, realized and sustained within a virtual in-service teacher-learning environment. The notion of how a virtual community evolves within a formally structured professional development environment for in- service teachers is the focus of this study.

Research was conducted by Dr. Jennifer Lock of the University of Calgar while she was a Gallagher-Galileo Research Fellow.

Lock, J.V. (2003). Research Project Report: Developing and Realizing Community within Intelligence Online (io).

A theoretical framework for this research is provided by Everett Rogers (1995) diffusion of innovations theory. Innovation is defined as an idea, practice or object that is perceived as new by the individual; diffusion is the process by which an innovation makes its way through a social system. An important conceptual and methodological issue is to determine the boundaries that define a technological innovation. Therefore, instructional technology, as defined in this investigation, includes computer-based applications and mind tools (Jonassen, Peck, and Wilson, 1999), and media rich and constructionist environments (Goldman-Segall, 1998; Papert, 1996) used for synchronous or asynchronous teaching and learning tasks, the hardware on which these applications run, the peripherals, and network infrastructures.

The present evaluation of the second year of the Galileo Network's professional development initiative builds and extends upon a study conducted at three elementary schools involved with the Galileo Educational Network in 1999/2000, its first year of operations (Jacobsen, 2001). A goal of the present investigation was to expand upon findings from three schools by investigating further the relationship between teacher and student perceptions about classroom events, the role of the Galileo Network in the school, and the duty of leadership in supporting and extending professional development initiatives during its second year of operations. The study was essentially guided by two overall research objectives:

1. Evaluate the impact of effective technology integration on engaged student learning.
2. Evaluate the impact of the Galileo Educational Network on teaching practice and transformed learning environments by evaluating the sustainability of these professional development initiatives.

This investigation employed case study research methods (Merriam, 1998; Stake, 1995) to identify appropriate sources of data, and gather information about transformative professional development for technology integration in school-based teaching and learning. Although generalization was not a goal at the outset, the investigation focused on broadening a collective understanding of best practice to do with professional development and technology integration for teaching and learning in Kindergarten to Grade 12 classrooms. This case study relied upon a convenience sample of participants in nine schools in the Alberta public school system. An individual's participation in this case study depended on that individual being associated in some way with the Galileo Educational Network, which was defined as the “bounded system”. Therefore, administrators, teachers, and students involved with or supported by the Galileo Educational Network were invited to participate in this study.

Research was conducted by Dr. Michele Jacobsen of the University of Calgary.

Jacobsen, D.M. (2002). Building Different Bridges Two: A Case Study of Transformative Professional Development for Student Learning With Technology. Paper presented at AERA 2002: Validity and Value in Educational Research, the 83rd Annual Meeting of the American Educational Research Association, New Orleans, LA: April 1 - 5.

This case study is designed to examine the impact of the Galileo Educational Network approach
to on-site professional development designed to support and facilitate the creation of a robust
inquiry-based Humanities project with technology integration.

Research was conducted by Dr. Jennifer Lock of the University of Calgary while she was a Gallagher-Galileo Research Fellow.

Lock, J.V. (2002). A Professional Development Initiative Designed to Facilitate the Creation of an Inquiry-based Humanities Project that Integrates Technology.

The Office of Learning Technologies (OLT), Human Resources Development Canada awarded funding to the Institute for Professional Development, University of Alberta for a project entitled Evaluation of Learning Technology Initiatives in Continuing Professional Development. Funding for this project has also comes from TELUS, the University of Calgary and the Galileo Educational Network. This project assessed and compared new learning technology initiatives supported by universities and the private sector. The study identified factors that enhance the application of learning technologies. The outcome provided a better theoretical and practical understanding of learning technologies and how they can be used to benefit learners, to enhance organization's adaptability and to increase strategic partnerships between providers and consumers of learning technologies in today's competitive environment.

Research was conducted by Dr. Michele Jacobsen of the University of Calgary.

Jacobsen, D.M. (2001). The Galileo Network - Case-specific report executive summary. A Report on the Galileo Network Case Study for the Office of Learning Technologies (OLT) Evaluation Of Learning Technologies Initiatives In Continuing Professional Development (CPD). Principal Investigators: Dr. Bert Einsiedel & Dr. Stanley Varnhagen, University of Alberta.