A Research Based Learning Environment’s appropriation, as a context for atypical professional development in ICT integration in the classroom.

It is well known that meaningful ICT implementation in the classroom is still a challenge. In this article we present an atypical process of professional development for promoting deeper ICT integration in the classrooms: working in a small group setting to adapt Research Based Learning Environments (RBLE) that are designed in a different national context. The participation of teachers and researchers in the group, the access to the authors of the RBLE and the choice of staying as faithful as possible to the initial form and content even against the grain of local educational culture were features that promoted learning for the participants. Thus adaptation of foreign Research Based Learning Environments in ICT should not only be seen from the point of view of importing learning resources but also as a means, under special conditions, to promote professional development.
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