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Les TICE en classe : de l'analyse des usages à l'analyse des non-usages

Abstract : The majority of research studies about ICT for education are devoted to teachers, followers of these technologies. But almost all studies show that, despite the injunction of the educative institutions, the practitioners of ICT in the classroom are not numerous. This study aims to explore the reasons, sometimes implicit, of ICT non-use in the classroom. As a first step, we were interested in cases ofproven use of such technologies with pupils. The results have led to hypothesis on preponderant factors in their implementation, on necessary skills for actors and, accordingly, the constraints associated with these activities: inadequate technical infrastructure, insufficient technical and pedagogical training, costly technical and pedagogical tutoring, time consuming activities and lack of recognition of, sometimes, very heavy investment. We have noted reluctances from some users and especially non-users who question the effectiveness of ICT on learning. Then the comparison between renovated science education and teaching implementing ICT enabled us to relativize the importance given to technology to explain the reasons for ICT non-use in classrooms,. In fact, non-use could result more from a gap with a deeply rooted pre-existent culture. Certainly for ICT, the effects are amplified by the change of information medium and digital switchover. The final section opens some possible developments for further researches on less visible reasons of resistance and non-use of ICT in the classroom.
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Submitted on : Thursday, March 29, 2018 - 1:51:15 PM
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  • HAL Id : tel-01752563, version 1



Philippe Leclère. Les TICE en classe : de l'analyse des usages à l'analyse des non-usages. Education. Université Paul Verlaine - Metz, 2008. Français. ⟨NNT : 2008METZ003L⟩. ⟨tel-01752563⟩



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