La culture numérique des jeunes professeurs des écoles peut-elle permettre de réduire l’écart entre natifs et immigrants du numérique ?

Abstract

Le décalage entre les pratiques numériques des élèves et celles de leurs professeurs est important et semble s’accentuer : les pratiques des jeunes tendent à être ludiques et communicationnelles, tandis que celles des enseignants reposent sur des compétences globales techniques (Baron et Bruillard, 2001). Nos résultats tendent à montrer qu’en France de futurs professeurs des écoles ont, à l’instar de leurs futurs élèves, des pratiques personnelles construites à partir de connaissances primaires liées à leur adaptation à un environnement riche en technologies numériques dans l’enfance. Mais à la différence de leurs élèves, nous verrons que ces futurs professeurs ont également développé d’autres formes de pratiques et une culture numérique faisant appel à des connaissances secondaires.The already important gap between the digital practices of pupils and those of teachers seems to be widening. Indeed, while young people’s digital practices tend to be playful and communication orientated, teacher practices rely on global technical skills and cross-field know-how (Baron & Bruillard, 2001). Our findings suggest that in France some prospective teachers, like their prospective pupils, have digital practices derived from a primary knowledge acquired through growing up in a digital-technology-rich childhood environment. Yet unlike their prospective pupils, these prospective teachers have also gained other forms of digital practices and a digital culture that draws on secondary knowledge

Characterizing the Digital Culture of Prospective Primary School Teachers

“…e digital textual productions and images among prospective teachers are important. ese results are consistent with those of Poyet [6] which reveal that 90% of prospective teachers produce digital texts for their personal and professional work, while 83% of them produced images for personal use and 39% for professional objectives. Digital simulations are poorly used, with 25% of prospective teachers indicating that they produce digital simulations during preparations, and 12.5% of them indicated that their trainers use digital simulations as a pedagogical resource during training.…”

“…ese results confirm those of Lefebvre and Fournier [26] who emphasized that prospective teachers tend to use Microsoft office tools to produce documents related to their studies. ey also confirm those highlighted by Poyet [6], by emphasizing that the majority of prospective teachers use a word processor, mainly Microsoft Word, to produce professional-looking writing and also personal correspondence.…”

“…According to Bayeva [12], digital culture is considered a purely technological phenomenon, as all the components of this culture are digital tools, be it hardware or software. In this sense, the concept "digital culture" refers to the appropriation of techniques to the development of its uses and to the representations, the values, the beliefs, and the products that result from it [6]. Fluckiger [13] builds his definition on the set of values, knowledge, and practices involving the use of technologies; these generate consumption practices of media, culture, communication, and self-expression among young people.…”

“…Young people often use these digital tools for leisure and social digital practices [4,5]. Poyet [6], Benett and Maton [7], and Barron et al [8] invite us to approach this divide not from a generational point of view (i.e., between "immigrants" which could include teachers and trainers) and "natives" (students, young teachers) but rather from the point of view of the tension generated between the two spheres: the personal digital sphere and the school sphere. Other research [9] emphasizes various possible developments focusing on teachers' and young people's practices, taking into consideration the differences between "ideal" or expected school practices and actual personal practices and also the differences between the objectives of each act of learning and the learner's satisfaction.…”