La compétence numérique à l'école primaire et les limites de l'informatique 1:1
DOI :
https://doi.org/10.21432/cjlt27955Mots-clés :
Compétence numérique , Alphabétisation numérique , Enseignement primaire , Exclusion , Informatique individualisée 1:1Résumé
Près d'une décennie après l'incorporation massive de la technologie dans les écoles de Galice, en Espagne, basée sur des programmes informatiques individualisés (1:1), où les enseignants et les élèves ont accès à des ordinateurs portables, cette étude a exploré les effets de la technologie sur la vie des enfants en situation d'exclusion socioculturelle et économique. Trois études de cas ont été sélectionnées à partir de deux projets de recherche. Chaque étude de cas représente trois individus. Ces études ont été analysées par une approche ethnographique utilisant des entretiens approfondis et l'observation des participants. La méthode comparative constante a été utilisée, soutenue par le logiciel d'analyse qualitative ATLAS.ti 7. Les politiques individualisés (1:1) excluaient le contexte familial et le développement de la compétence numérique dépendait fortement des possibilités offertes à l'école. Les résultats indiquent que ces politiques n'ont pas réduit les inégalités car les expériences d'apprentissage avancées avec les technologies de l'information et de la communication n'étaient pas proposées à l'école.Références
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© Fernando Fraga-Varela, Almudena Alonso-Ferreiro 2022
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