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Le statut didactique des TIC, les enseignants et la médiation technique

Abstract : Teachers and trainers are increasingly invited to renew their modes of action and redefine their practice. The instructions they are given to use ICT (Information and communication technology) and do orientations of educational policies ensure the evolution of educational practices and their effectiveness? and under what conditions? The aim of our contribution is to understand these new challenges, which no longer concern only general education but are also relevant in the universities with the development of platforms, e-learning and massive open online course (MOOC). We thus propose, on the one hand, a reminder of the foundations of the concept of « didactic status » of ICT, which serves as a methodological tool for understanding the complexity of the educational situation, while organizing the relationships and interactions involved in structuring and strategies for integration and use of ICT. We develop, on the other hand, the argument of "technical mediation" as an object of study central to the work around ICT. We favour a socio-historical and socio-technical approach in our analysis.
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https://hal.univ-lorraine.fr/hal-01438229
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Hélène Papadoudi. Le statut didactique des TIC, les enseignants et la médiation technique. Frantice.net, Université de Limoges, 2014, Les TICE dans l’enseignement et la formation. Quels usages pour quelles pédagogies ?, pp.87-99. ⟨hal-01438229⟩

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