Michel Ducharme has been awarded the Sir John A. Macdonald Prize for the best book in Canadian history for his latest work, Le concept de liberté au Canada à l’époque des Révolutions atlantiques (1776 – 1838).

Want to delve deeper into this award-winning work? Then visit UBC Library, which features both the print and electronic versions. You can also read more about the award here and here.

Congratulations Michel!

This article appears in the June 2011 issue of the Journal of Computer Assisted Learning.

Abstract: This paper examines how and why student teachers made use of information and communication technology (ICT) during a 1-year initial teacher education programme from 2008 to 2009. This is a mixed methods study involving a survey (N = 340) of the entire cohort and a series of semi-structured interviews with a sample of student teachers within the cohort (N = 21). The study explored several themes, including the nature of student teachers’ use of ICT; variation in the use of ICT; support for, and constraints on, using ICT; attitudes to ICT and to teaching and learning more generally. It was found that nearly all teachers were receptive to using ICT – more so than their in-service counterparts – and made frequent use of it during their placement (internship) experience. The Interactive Whiteboard (IWB) was central to nearly all student teachers’ use of ICT, in good part, because it was already used by their mentors and was widely accessible. Student teachers’ use of ICT was categorized in three levels. Routine users focused mostly on the use of the IWB for whole class teaching; extended users gave greater opportunities for pupils to use ICT for themselves; innovative student teachers used ICT in a greater range of contexts and made more effort to overcome barriers such as access. ICT use was seen as emerging from a mix of factors: chiefly student teachers’ access to ICT; their feeling of ‘self-efficacy’ when using ICT; and their belief that ICT had a positive impact on learning – in particular, the impact on pupils’ behavioural and affective engagement. Factors which influenced ICT use included mentoring, training and support. Limitations on student teachers’ use of ICT are explored and it is suggested that new teachers need to be supported in developing a more discerning use as they begin their teaching careers.

Some recent undergraduate papers from the GEOG 419 course have been added to cIRcle, UBC’s Digital Repository!

“Given the diverse nature of geography, our teaching and research are inherently interdisciplinary and we seek to integrate the natural sciences, the humanities, and the social sciences. We offer courses in a wide range of geographical specializations at the undergraduate and graduate levels. These extend from postcolonial perspectives to process-oriented scientific inquiry including GIS for spatial analysis and modelling.”

To catch a glimpse of Geography’s undergraduate students by the numbers for the 2010/2011 academic year, see the undergraduate statistics as seen in Geography’s recent newsletter:

Human Geography – Majors: 231 / Honours: 15 / Minors: 15 /

Environment and Sustainability – Majors: 156 /

Physical Geography – Majors: 47 /

Music and Geography – Double Major: 1 /

Did You Know?

Currently, there are about 540 geography theses and dissertations in cIRcle. To find them, go to the Advanced Search screen in cIRcle and select ‘Program ETD’ from the drop-down menu under ‘Search type’ and then type ‘Geography’ into the ‘Search for’ box.

Above excerpt in italics, statistics and image are courtesy of the UBC Geography departmental website

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