Colette Deaudelin

Human-Computer Interaction: A Review of the Research on its Affective and Social Aspects

Prevailing research influenced by cognitive psychology has dealt mainly with the cognitive aspects of the human-computer interaction (HCI). The advent of computers in schools should prompt educational researchers to scrutinize the affective and social aspects of student-computer interactions since they play an important role in learning. A review of 34 qualitative and non-qualitative studies was conducted. Its main purpose is to synthesize results and to highlight important issues that research has left unsolved. Results concern the nature of the HCI (social or parasocial), the interface (mainly a comparison between graphic and text types), and the relation between variables linked to HCI (mainly trust, locus of control, attitude, ease of use, and liking).

Elementary teachers’ formative evaluation practices in an era of curricular reform in Quebec, Canada

This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher–student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using formative evaluation in a spontaneous, informal way and focussing more often on the product rather than the learning process, although differences were seen between approaches used by teachers of grade one students as opposed to approaches used by teachers of older elementary students. The study demonstrates a link between teacher conceptions and their evaluation practices, and raises questions about how experienced teachers interpret and integrate formative evaluation in their classroom routines.

Évolution des conceptions relatives à l’enseignement, à l’apprentissage et aux technologies de l’information et de la communication chez des enseignants du primaire

Le present texte fait etat de l’evolution des conceptions relatives a l’enseignement, a l’apprentissage et aux technologies de l’information et de la communication (TIC) dans le cadre d’une recherche ‐ action ‐ formation visant a accroitre le recours aux TIC chez des enseignants du primaire. Ces conceptions sont degagees a partir de donnees recueillies lors d’entrevues menees aupres de huit volontaires parmi les 40 enseignants engages dans l’etude. Elles sont mises en lien avec deux perspectives de l’apprentissage : le behaviorisme social et le neoconstructivisme. De plus, l’incidence de telles conceptions sur les pratiques d’integration pedagogique des TIC est discutee. Enfin, le present texte suggere des pistes d’intervention susceptibles d’orienter des programmes de developpement professionnel concus a l’intention d’enseignants. Mots cles : Developpement professionnel, changement conceptuel, enseignants, TIC This article reports the evolution in conceptions relevant to teaching, learning and information and communication technologies (ICT) within the framework of an action ‐ training ‐ research aiming to increase the recourse to ICT by primary teachers. These conceptions emerge from the data gathered during interviews conducted with eight volunteers among the 40 teachers engaged in the study. They are linked to two perspectives of learning: social behaviorism and neoconstructivism. In addition, the incidence of such conceptions on the pedagogical integration practices of ICT is discussed. Lastly, the present text suggests courses of interventions likely to orient professional development programmes designed for teachers. Key words: Professional development, conceptual change, teachers, ICT

Pratiques d’enseignement et conceptions de l’enseignement et de l’apprentissage d’enseignants du primaire à divers niveaux du processus d’implantation des TIC

Resume : Cet article decrit les pratiques et les conceptions de huit enseignants du primaire qui se situent a divers stades du processus d’implantation des TIC. Les resultats, issus d’entretiens et d’observations, montrent que les enseignants qualifies d’experimentateurs, qui se situent au niveau inferieur d’utilisation des TIC, ont des conceptions et des pratiques plutot behavioristes. Les enseignants collaborateurs ou adaptateurs, qui se situent a des niveaux superieurs du processus d’implantation des TIC, ont des pratiques plutot variees et affichent plus de conceptions constructivistes que les enseignants experimentateurs. La discussion analyse les liens entre les conceptions affichees par les enseignants et les usages des TIC. Teaching practices and elementary school teacher’s concepts of teaching and learning at different levels of integration of ICTs Abstract: This article describes both practices and concepts of eight elementary school teachers who are at different stages of implementation of ICT in their practice. The results, taken from interviews and observation, indicate that teachers, identified as “experimenters” and who tend to use ICT less, adopt concepts and practices that lean towards behaviourism. Teachers identified as “collaborators” or “adaptors” and who are at higher levels of integration of ICTs tend to have practices that are more varied and show evidence of internal representations leaning more towards constructivism. The discussion further analyzes the relationship between the concepts that are evoked by the teachers and their uses of ICTs.

L’utilisation pédagogique d’outils informatiques de gestion de données à l’école primaire

Une analyse des recherches portant sur l’utilisation des systemes de gestion de base de donnees et des banques de donnees dans l’enseignement au primaire et une enquete faite dans le milieu scolaire quebecois mettent en evidence les contributions possibles de ces outils dans un contexte d’apprentissage. L’article fait egalement etat des limites actuelles des outils informatiques de gestion de donnees et propose des elements de prospective. Research on database management systems and on databases for primary education avail- able in Quebec show how these tools may be helpful to learners — and in what ways the tools are limited in educational application.