Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Executive Summary

Crossing Disciplinary Boundaries to Improve Technology-Rich Learning Environments

by Susanne P. Lajoie & Eric Poitras — 2017

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
Purchase this Article
Purchase Crossing Disciplinary Boundaries to Improve Technology-Rich Learning Environments
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 119 Number 3, 2017, p. 1-30
http://www.tcrecord.org ID Number: 21770, Date Accessed: 7/20/2018 6:55:52 AM
Article Tools

Related Media

Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Susanne Lajoie
    McGill University
    E-mail Author
    SUSANNE P. LAJOIE is a Professor and Canadian Research Chair Tier 1 in Advanced Technologies for Learning in Authentic Settings in the Department of Educational and Counselling Psychology at McGill University and a member of the Centre for Medical Education. She is a Fellow of the American Psychological Association and the American Educational Research Association. Dr. Lajoie explores how theories of learning and affect can be used to guide the design of advanced technology-rich learning environments in different domains, such as medicine, mathematics, and history.
  • Eric Poitras
    University of Utah
    E-mail Author
    ERIC POITRAS is an Assistant Professor for Instructional Design and Educational Technology in the Department of Educational Psychology at the University of Utah. He graduated from McGill University, where he earned a graduate degree in the Learning Sciences and worked as a postdoctoral researcher at the Learning Environments Across Disciplines research partnership. His research aims to improve the adaptive capabilities of instructional systems and technologies designed as cognitive and metacognitive tools as a means to foster self-regulated learning. In particular, his work focuses on the capabilities of intelligent tutoring systems and augmented reality applications to capture and analyze learner behaviors in order to deliver the most suitable instructional content in domain areas such as medical diagnostic reasoning, historical thinking, and teacher professional development.
Member Center
In Print
This Month's Issue