Emeritus Professor, Department of Educational and Counselling Psychology
Ph.D., University of Toronto
M.A., McMaster University
B.Sc., McMaster University
My research addresses three themes:
- the further elaboration of the relationship between activity theory and complex cognition (see Bracewell & Witte, 2003, 2008; Bracewell & Park, 2013)
- the application of activity theory as an additional framework for understanding how teachers and students use technology for instruction and learning (see Gebre, Saroyan, & Bracewell, 2012)
- extension of the current work on teacher knowledge about technology in the classroom to a program that treats the faculty of a whole school as a community of learners with respect to technology (see Bracewell, Le Maistre, Lajoie & Breuleux, 2008; Park & Bracewell, 2009).
Using Technology and Innovation to Improve Science Education, (2011-2013). Programme de collaboration universités – colleges, Ministère de l'Éducation, du Loisir et du Sport, Québec.
Activity, tasks, and workgroups as constructs for understanding teachers' use of information technologies for instruction, (2004-2008). Social Sciences and Humanities Research Council of Canada.
Dr. Bracewell does not supervise new students.
Articles in refereed journals
Bracewell, R. J., & Park, J. (2013). Une modeste révision de la représentation de la théorie des Systèmes de l’activité. Revue Internationale de CRIRES (Centre de recherche et d'intervention sur la réussite scolaire): Innover dans la tradition de Vygotsky. 1, 26-32.
Gebre, E., Saroyan, A., & Bracewell, R. J. (2012). Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching. British Journal of Educational Technology. (Article first published online: 13 DEC 2012 | DOI: 10.1111/bjet.12001)
Tellides Jaffee, C., Fitzpatrick, M., Drapeau, M., Bracewell, R. J., Chamodraka, M., & Marini, N. (2012). The manifestation of transference during early psychotherapy sessions: Exploring an alternate data source for therapist narratives in transference research. Counselling and Psychotherapy Research Journal, 12, 4.
Park, J., Sicilia, C., & Bracewell, R. J. (2009). The role of contradictions in the development of technology-supported constructivist classroom practices: A cultural-historical activity theory perspective. Educational Technology International, 10, 1, 1-10.
Bracewell, R. J. & Witte, S. P. (2003). Tasks, ensembles, and activity: Linkages between text production and situation of use in the workplace. Written Communication, 20, 511-559.
Articles / chapters in books and monographs
Park, J. & Bracewell, R. J. (2008). Designing a well-formed activity system for an ICTs-supported classroom (pp. 101-110). In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence in meaningful computer-based learning environments. New York: Springer Science.
Bracewell, R. J. & Witte, S. P. (2008). The implications of activity, practice, and semiotic theory for cognitive constructs of writing (pp. 299-316). In J. Albright and A. Luke (Eds.), Pierre Bourdieu and Literacy Education.
Bracewell, R. J., Le Maistre, C., Lajoie, S. P., and Breuleux, A. (2007). The role of the teacher in opening worlds of inquiry learning with information and communication technology (pp. 287-300). In B. M. Shore, M. W. Aulls, M. A. B. Delcourt, & F. G. Rejskind (Eds.), Inquiry: Where ideas come from and where they lead. Mahwah, NJ: Lawrence Erlbaum Associates.
Laferrière, T., Bracewell, R. J., Breuleux, A. (2001) The emerging contribution of online resources and tools to classroom learning and teaching, An update (January 2005). Invited report submitted to SchoolNet/Reschol by TeleLearning Inc. (80 pages)
Bracewell, R. J., Sicilia, C., Park, J., & Tung, I-P. (2007, May). Tracking adoption and non-adoption of ICT activities by teachers. Invited presentation to the Technology and Teacher Education Pre-conference, 2007 Congress of the Humanities and Sciences, University of Saskatchewan, Saskatoon.
Bracewell, R. J. (2006, May). Constructs of Cultural Historical Activity Theory. Keynote address to the Technology and Teacher Education Pre-conference, 2006 Congress of the Humanities and Sciences, York University, Toronto.
Conference presentations / papers
Laflamme, E., Saroyan, A., Weston, C., & Bracewell, R. J., (April, 2011). Individual Consultation: Achieving Learner-Centered Teaching in Higher Education. Paper presented at the annual meeting of the American Educational Research Association meeting, New Orleans.
Tung, I. -P., & Bracewell, R. (2010). The learning transformation of self-regulated learning process in video assessment: An exploratory study. Presentation to the annual meeting of CAET, May 28-June 1, 2010, Montreal, Canada.
Nussbaumer, D. & Bracewell, R. J. (2009, April). Learning to fit in and use ICT s in instruction. Paper to be presented at the annual meeting of the American Educational Research Association, San Diego.
Park, J., Bracewell, R. J., Sicilia, C., & Tung, I-P. (2007, April). Understanding and modeling contradictions in a technology-rich, constructivist classroom: A CHAT perspective. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Sicilia, C., Bracewell, R. J., Park, J., & Tung, I-P. (2007, April). The challenges of teachers’ constructivist practices in a technology-rich environment: An activity theory perspective. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Tung, I-P, Sicilia, C., & Bracewell, R. (2007, May). The current need of change in consultants' roles to support the usage of media in the classroom. Paper presented to 2007 CADE/AMTEC International Conference, Winnipeg, Canada.
Bracewell, R. J., Sicilia, C., Park, J., & Tung, I-P. (2007, April). Tracking adoption and non-adoption of ICT activities by teachers. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Tung, I-P., Bracewell, R. J., & Patrick, T. (2006, April). Digital portfolios for assessing academic achievement at the elementary level: Issues and reactions. Paper presented at the annual meeting of the American Educational Research Association, San Francisco
Zhou, W. & Bracewell, R. J. (2006, April). The potential of video portfolios in preservice teacher training. Poster presented at the annual meeting of the American Educational Research Association, San Francisco.
Park, J. & Bracewell, R. J. (2007). Reconsidering constructivism in theory and practice: Implications for the effective integration of technologies into constructivist classrooms. Proceedings of the Association for Educational Communications and Technology Annual International Convention (Vol. 2), Dallas, Texas.
Park, J. & Bracewell, R. J. (2005). Designing case-based teacher education modules to promote constructivist pedagogical activities with information technology: The GUIDE. Proceedings of the Annual Conferenceof ED-MEDIA, Association for the Advancement of Computing in Education, Montreal, Canada.
Annual meeting presentations
Gebre, E., Saroyan, A., & Bracewell, R. J. (April, 2012). Students’ engagement in technology rich classrooms and professors’ views of effective teaching. Paper presentated at the annual meeting of the American Educational Research Association meeting, Vancouver.