Academic journal article Canadian Journal of Education

Vers L'identification D'une Relation Entre Les Representations De la Pedagogie et De L'usage Des TIC Chez Des Formateurs D'enseignants

Academic journal article Canadian Journal of Education

Vers L'identification D'une Relation Entre Les Representations De la Pedagogie et De L'usage Des TIC Chez Des Formateurs D'enseignants

Article excerpt

Abstract

The following article is about a study in the field of the pedagogical integration of ICT. It proposes an examination of the relationship that can exist between a model of pedagogy and a model of the use of ICT. A case study has been conducted with a group of teacher educators, to focus on the relationship emerging from teacher educator' s conceptions of pedagogy and their use of ICT. Participants were recruited from a university faculty of education. They had to use ICT in at least one component of their course in an online teaching context. We conducted semi-structured interviews that were analyzed using a model of pedagogy and a model of the use of ICT in education. Our participants' discourses have been analyzed according to the pedagogy scales proposed by Trigwell and Prosser (2006) and according to the Desjardins's (2005) categories of competencies. A systematic analysis of the content allowed two relationships to emerge in the teacher educators' conceptualizations. The first relationship lies between a student centered / process oriented pedagogy and a social use of ICT. The second relationship lies between a student centered / product oriented pedagogy and an informational and technical use of ICT. These relationships are not mutually exclusive practices, but an explanation of the manner in which pedagogy and ICT can interact at a theoretical level. This explanation contributes in deepening our comprehension of the interaction between the concept of "pedagogy" and the concept of "ICT", which will then allow us to undertake a reflection on the recommendations that can help improve practices.

Key words : Teacher educators, conceptions, approaches to pedagogy, use of ICT, pedagogical integration of ICT.

Resume

Cet article s'interesse au probleme de la relation entre les representations que des formateurs d'enseignants se font de la pedagogie et de leur usage des TIC. Pour ce faire, une etude de casa ete menee avec des formateurs d'enseignants afin d'identifier et d'analyser ces representations a partir de leurs discours. Une serie d'entretiens individuels a ete menee avec des formateurs d'une faculte d'education qui ont la responsabilite d'enseigner au moins une composante de leurs cours a distance. Le discours des participants a ete analyse a partir des categories de representations de la pedagogie proposees par l'equipe de Trigwell et Prosser (2004) et a partir des categories de competences TIC (Desjardins, 2005). Une analyse systematique de contenu a fait emerger deux relations dans les representations des formateurs. La premiere relation se situe entre une pedagogie centree apprenant / orientee processus et un usage d'ordre social des TIC et la deuxieme relation se situe entre une pedagogie centree apprenant / orientee produit et un usage informationnel et technique des TIC. Notons que ces relations ne consistent pas en des pratiques mutuellement exclusives, mais bien en une explication de la maniere dont la pedagogie et les TIC peuvent interagir a un niveau theorique. Cette explication contribue a approfondir notre comprehension de l'interaction entre le concept << pedagogie >> et le concept << TIC >>, ce qui permettra de reflechir a des recommandations pour les pratiques.

Mots-cles : Formateurs d'enseignants, representations, approche pedagogique, usage des TIC, integration pedagogique des TIC.

Introduction

En depit de la recherche dans le domaine de l'integration pedagogique des TIC (technologies de l'information et de la communication) depuis plus d'un quart de siecle, la dynamique entre la pedagogie et l'usage des TIC demeure problematique. Cette problematique nous rappelle le debat entre Clark et Kozma vers la fin du XXe siecle. En 1983, Clark ecrivait : << studies clearly suggest that media do not influence learning under any conditions >> (p. 445). Huit ans plus tard, Kozma lui repondait :

While Clark (1983) contends that media do not influence learning under any condition, the research reviewed in this article suggests that this position must be modified. …

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