Georges Ferone

Les supports numériques pour enseigner, quels obstacles? Littératie numérique scolaire et pratiques enseignantes

This study questions the specificity of digital media for educational purposes and their use by primary school teachers. We hypothesize that teachers’ lack of attention to the specific aspects of school digital literacy reinforces learning inequalities. The study involved three Grade 5 classes. History class, conducted with the support of digital documents were filmed and analyzed. At the end of the sequence, we evaluated what they had learned. The results show that the tasks proposed to the students and the action of the teachers foster the search for specific information and the linear exploration of the web pages. The difficulties of computer manipulation also occupies a significant part of the time. Teachers did not gear their action towards explicating the objectives of the lesson and the cognitive strategies to be used to build historical knowledge. Moreover, using a digital document seems to increase the difficulty of keeping the learning objective as a thread of the sequence.