Use of information technologies in instruction; Cultural Historical Activity Theory and complex cognition; Discourse analysis.
My research addresses three themes: 1) the further elaboration of the relationship between activity theory and complex cognition (see Bracewell & Witte, 2003, 2008; Bracewell & Park, 2013), 2) 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), and 3) 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.
Currently supervising one masters student. Not accepting other graduate students for direct supervision.