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Il est titulaire de la Chaire de recherche du Canada sur l’équité numérique en éducation éducation - https://www.simoncollin.org/ et membre du Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE).<br /><b>Address: </b>Montréal, Québec, Canada<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://umontreal.academia.edu/GabrielDumouchel"><img class="profile-avatar u-positionAbsolute" alt="Gabriel Dumouchel related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') 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class="suggested-user-card__user-info__subheader ds2-5-body-xs">Université du Québec en Outaouais</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://cyu-fr.academia.edu/Fran%C3%A7oisVillemonteix"><img class="profile-avatar u-positionAbsolute" alt="François Villemonteix related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/13869107/3843481/4528125/s200_fran_ois.villemonteix.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://cyu-fr.academia.edu/Fran%C3%A7oisVillemonteix">François Villemonteix</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">CY Cergy Paris 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data-section-name="Scientific-Papers" data-toggle="tab" href="#scientificpapers" role="tab" title="Scientific Papers"><span>36</span> <span class="ds2-5-body-sm-bold">Scientific Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers---Professionals-Journals" data-toggle="tab" href="#papersprofessionalsjournals" role="tab" title="Papers - Professionals Journals"><span>22</span> <span class="ds2-5-body-sm-bold">Papers - Professionals Journals</span></a></li><li class="nav-chip more-tab" role="presentation"><a class="js-profile-documents-more-tab link-unstyled u-textTruncate" data-toggle="dropdown" role="tab">More  <i class="fa fa-chevron-down"></i></a><ul class="js-profile-documents-more-dropdown dropdown-menu dropdown-menu-right profile-documents-more-dropdown" role="menu"><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Books-|-Books-Chapters" data-toggle="tab" href="#booksbookschapters" role="tab" style="border: none;"><span>3</span> Books | Books Chapters</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Book-reviews" data-toggle="tab" href="#bookreviews" role="tab" style="border: none;"><span>1</span> Book reviews</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Thesis" data-toggle="tab" href="#thesis" role="tab" style="border: none;"><span>1</span> Thesis</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Scientific Papers" id="Scientific Papers"><h3 class="profile--tab_heading_container">Scientific Papers by Simon Collin</h3></div><div class="js-work-strip profile--work_container" data-work-id="41576381"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41576381/Les_th%C3%A9ories_critiques_et_le_num%C3%A9rique_en_%C3%A9ducation_quelles_propositions_th%C3%A9oriques_et_quelles_applications_empiriques_"><img alt="Research paper thumbnail of Les théories critiques et le numérique en éducation : quelles propositions théoriques et quelles applications empiriques ?" class="work-thumbnail" src="https://attachments.academia-assets.com/61732538/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41576381/Les_th%C3%A9ories_critiques_et_le_num%C3%A9rique_en_%C3%A9ducation_quelles_propositions_th%C3%A9oriques_et_quelles_applications_empiriques_">Les théories critiques et le numérique en éducation : quelles propositions théoriques et quelles applications empiriques ?</a></div><div class="wp-workCard_item"><span>Formation et profession</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">[Introduction au dossier - Formation et professions, Revue scientifique internationale en éducati...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">[Introduction au dossier - Formation et professions, Revue scientifique internationale en éducation, 2019, 27(3)]<br /><br />Les théories critiques constituent un ensemble hétérogène de courants de recherche (traditions marxistes, École de Francfort, gender studies, black studies, études postcoloniales, etc.), qui n’a cessé d’évoluer en fonction des changements sociaux qu’elles étudient (Keucheyan, 2013). Bien qu’elles se caractérisent autant par leurs ressemblances que par leurs différences, il est possible de les résumer comme une posture scientifique à la fois explicative, normative et pratique (Bohman, 2016; De Munck, 2011), qui permet d’appréhender et d’orienter les enjeux de domination et d’émancipation entre individus et groupes sociaux. Interdisciplinaires, elles disposent de traditions bien établies dans certaines disciplines, alors qu’elles sont plus discrètes dans d’autres. En sciences de l’éducation au Québec, les théories critiques ont principalement trouvé leur marque dans les « fondements » de l’éducation (p. ex., philosophie et sociologie de l’éducation). [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a9bee6a6536134133c63a745f784a1f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61732538,"asset_id":41576381,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61732538/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41576381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41576381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41576381; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41576381]").text(description); $(".js-view-count[data-work-id=41576381]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41576381; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41576381']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a9bee6a6536134133c63a745f784a1f" } } $('.js-work-strip[data-work-id=41576381]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41576381,"title":"Les théories critiques et le numérique en éducation : quelles propositions théoriques et quelles applications empiriques ?","translated_title":"","metadata":{"doi":"10.18162/fp.2019.578","issue":"3","volume":"27","abstract":"[Introduction au dossier - Formation et professions, Revue scientifique internationale en éducation, 2019, 27(3)]\n\nLes théories critiques constituent un ensemble hétérogène de courants de recherche (traditions marxistes, École de Francfort, gender studies, black studies, études postcoloniales, etc.), qui n’a cessé d’évoluer en fonction des changements sociaux qu’elles étudient (Keucheyan, 2013). 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L’article montre que les recherches en éducation possèdent un ancrage critique important depuis leur institutionnalisation. Par contraste, les travaux sur les technologies éducatives semblent davantage avoir mobilisé implicitement plusieurs formes de critique jusqu’à présent sans viser pour autant à baliser un programme de recherche critique aux cadres épistémologiques cohérents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4db2cc20647cb6373d241e23ebc9e5cb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61731835,"asset_id":41575691,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61731835/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41575691"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41575691"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41575691; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41575691]").text(description); $(".js-view-count[data-work-id=41575691]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41575691; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41575691']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4db2cc20647cb6373d241e23ebc9e5cb" } } $('.js-work-strip[data-work-id=41575691]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41575691,"title":"Des recherches en éducation au domaine des technologies éducatives : quelles dynamiques d’appropriation des approches critiques ?","translated_title":"","metadata":{"doi":"10.18162/fp.2019.543","issue":"3","volume":"27","abstract":"Le présent article vise à contribuer au repérage des sources et des objets d’étude critiques dans les travaux sur les technologies éducatives en comparant leur dynamique d’appropriation des approches critiques à celle à l’oeuvre au sein du champ dans lequel ils s’inscrivent : les sciences de l’éducation. 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Par contraste, les travaux sur les technologies éducatives semblent davantage avoir mobilisé implicitement plusieurs formes de critique jusqu’à présent sans viser pour autant à baliser un programme de recherche critique aux cadres épistémologiques cohérents.","internal_url":"https://www.academia.edu/41575691/Des_recherches_en_%C3%A9ducation_au_domaine_des_technologies_%C3%A9ducatives_quelles_dynamiques_d_appropriation_des_approches_critiques_","translated_internal_url":"","created_at":"2020-01-09T09:36:33.726-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":18370651,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":33489242,"work_id":41575691,"tagging_user_id":18370651,"tagged_user_id":129423013,"co_author_invite_id":null,"email":"p***e@uclouvain.be","display_order":1,"name":"Brotcorne, Périne","title":"Des recherches en éducation au domaine des technologies éducatives : quelles dynamiques d’appropriation des approches critiques ?"},{"id":33489243,"work_id":41575691,"tagging_user_id":18370651,"tagged_user_id":20510125,"co_author_invite_id":null,"email":"e***r@unicaen.fr","affiliation":"Université de Caen Normandie","display_order":2,"name":"Elisabeth Schneider","title":"Des recherches en éducation au domaine des technologies éducatives : quelles dynamiques d’appropriation des approches critiques ?"}],"downloadable_attachments":[{"id":61731835,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61731835/thumbnails/1.jpg","file_name":"2019_Brotcorne__P._et_Collin__S._Formation_et_profession_0320200109-54051-1m1wxf4.pdf","download_url":"https://www.academia.edu/attachments/61731835/download_file","bulk_download_file_name":"Des_recherches_en_education_au_domaine_d.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61731835/2019_Brotcorne__P._et_Collin__S._Formation_et_profession_0320200109-54051-1m1wxf4-libre.pdf?1578593185=\u0026response-content-disposition=attachment%3B+filename%3DDes_recherches_en_education_au_domaine_d.pdf\u0026Expires=1743427984\u0026Signature=XuAvfnhuac~~h~yJkItHZa5Ez0JVxFbJCi6JqlnS95R6q4eAwKGIeGXi1Dm1rXCSefVc2mVcDkJPcL828hCS2A10QLcsqcBVAW00ryUdBBInMo-WoENXhguK-hATso6Bc6xd9XXv2yiPCvNZWrY9FdbHhy3Stum2WYuMoVRweUG~T1bsx9PK4viK-Kud7Wdm7fx6709mEcUNdgOlRALBhz~JQS6ZFWyPIxPaVWGnwyk4FVExskQ5v~xst1ysa4h6ZC4vDmRvImkc6JmB8ryQ5zCsUa7elsh7TNDKMR~Ev2y1L8BrgeGrwWGzBGL1wTDgOoqwGsrjpxEn3cqeyZQouw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Des_recherches_en_éducation_au_domaine_des_technologies_éducatives_quelles_dynamiques_d_appropriation_des_approches_critiques_","translated_slug":"","page_count":14,"language":"fr","content_type":"Work","summary":"Le présent article vise à contribuer au repérage des sources et des objets d’étude critiques dans les travaux sur les technologies éducatives en comparant leur dynamique d’appropriation des approches critiques à celle à l’oeuvre au sein du champ dans lequel ils s’inscrivent : les sciences de l’éducation. L’article montre que les recherches en éducation possèdent un ancrage critique important depuis leur institutionnalisation. Par contraste, les travaux sur les technologies éducatives semblent davantage avoir mobilisé implicitement plusieurs formes de critique jusqu’à présent sans viser pour autant à baliser un programme de recherche critique aux cadres épistémologiques cohérents.","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":61731835,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61731835/thumbnails/1.jpg","file_name":"2019_Brotcorne__P._et_Collin__S._Formation_et_profession_0320200109-54051-1m1wxf4.pdf","download_url":"https://www.academia.edu/attachments/61731835/download_file","bulk_download_file_name":"Des_recherches_en_education_au_domaine_d.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61731835/2019_Brotcorne__P._et_Collin__S._Formation_et_profession_0320200109-54051-1m1wxf4-libre.pdf?1578593185=\u0026response-content-disposition=attachment%3B+filename%3DDes_recherches_en_education_au_domaine_d.pdf\u0026Expires=1743427984\u0026Signature=XuAvfnhuac~~h~yJkItHZa5Ez0JVxFbJCi6JqlnS95R6q4eAwKGIeGXi1Dm1rXCSefVc2mVcDkJPcL828hCS2A10QLcsqcBVAW00ryUdBBInMo-WoENXhguK-hATso6Bc6xd9XXv2yiPCvNZWrY9FdbHhy3Stum2WYuMoVRweUG~T1bsx9PK4viK-Kud7Wdm7fx6709mEcUNdgOlRALBhz~JQS6ZFWyPIxPaVWGnwyk4FVExskQ5v~xst1ysa4h6ZC4vDmRvImkc6JmB8ryQ5zCsUa7elsh7TNDKMR~Ev2y1L8BrgeGrwWGzBGL1wTDgOoqwGsrjpxEn3cqeyZQouw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology"},{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":162816,"name":"Technologies","url":"https://www.academia.edu/Documents/in/Technologies"},{"id":334608,"name":"épistémologie","url":"https://www.academia.edu/Documents/in/%C3%A9pist%C3%A9mologie"},{"id":443424,"name":"Critical Perspectives in Education","url":"https://www.academia.edu/Documents/in/Critical_Perspectives_in_Education"},{"id":1181122,"name":"Recherche En éDucation","url":"https://www.academia.edu/Documents/in/Recherche_En_eDucation"},{"id":3343159,"name":"Perspective critique","url":"https://www.academia.edu/Documents/in/Perspective_critique"}],"urls":[{"id":8931113,"url":"https://formation-profession.com/acts/live/543"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-41575691-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="41576179"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41576179/Entre_reproduction_et_rem%C3%A9diation_quel_r%C3%B4le_joue_l%C3%A9cole_envers_les_in%C3%A9galit%C3%A9s_num%C3%A9riques_des_jeunes_d%C3%A2ge_scolaire"><img alt="Research paper thumbnail of Entre reproduction et remédiation, quel rôle joue l'école envers les inégalités numériques des jeunes d'âge scolaire" class="work-thumbnail" src="https://attachments.academia-assets.com/61732301/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41576179/Entre_reproduction_et_rem%C3%A9diation_quel_r%C3%B4le_joue_l%C3%A9cole_envers_les_in%C3%A9galit%C3%A9s_num%C3%A9riques_des_jeunes_d%C3%A2ge_scolaire">Entre reproduction et remédiation, quel rôle joue l'école envers les inégalités numériques des jeunes d'âge scolaire</a></div><div class="wp-workCard_item"><span>Formation et profession</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L objectif de cette étude est de mieux comprendre le rôle que joue l'école envers les inégalités ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L objectif de cette étude est de mieux comprendre le rôle que joue l'école envers les inégalités numériques des jeunes d'âge scolaire. Nous avons procédé à des analyses statistiques secondaires d'une base de données ayant fait intervenir 5436 jeunes d'âge scolaire de la 4em à la 11em année en provenance des 10 provinces et des trois territoires canadiens. Les résultats indiquent que les inégalités d'accès et d'usage des technologies à l' école sont relativement insignifiantes, mais s'inscrivent dans le prolongement des inégalités numériques extrascolaires. En revanche, la médiation sociale offerte par les enseignants semble contribuer à remédier aux inégalités de médiation parentale. Nous en concluons que le rôle que joue l'école envers les inégalités numériques est mitigé.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="911d2509d099ed644bc945f801c91427" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61732301,"asset_id":41576179,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61732301/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41576179"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41576179"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41576179; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41576179]").text(description); $(".js-view-count[data-work-id=41576179]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41576179; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41576179']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "911d2509d099ed644bc945f801c91427" } } $('.js-work-strip[data-work-id=41576179]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41576179,"title":"Entre reproduction et remédiation, quel rôle joue l'école envers les inégalités numériques des jeunes d'âge scolaire","translated_title":"","metadata":{"doi":"10.18162/fp.2019.502","issue":"3","volume":"27","abstract":"L objectif de cette étude est de mieux comprendre le rôle que joue l'école envers les inégalités numériques des jeunes d'âge scolaire. Nous avons procédé à des analyses statistiques secondaires d'une base de données ayant fait intervenir 5436 jeunes d'âge scolaire de la 4em à la 11em année en provenance des 10 provinces et des trois territoires canadiens. Les résultats indiquent que les inégalités d'accès et d'usage des technologies à l' école sont relativement insignifiantes, mais s'inscrivent dans le prolongement des inégalités numériques extrascolaires. En revanche, la médiation sociale offerte par les enseignants semble contribuer à remédier aux inégalités de médiation parentale. Nous en concluons que le rôle que joue l'école envers les inégalités numériques est mitigé.","page_numbers":"59-76","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Formation et profession"},"translated_abstract":"L objectif de cette étude est de mieux comprendre le rôle que joue l'école envers les inégalités numériques des jeunes d'âge scolaire. Nous avons procédé à des analyses statistiques secondaires d'une base de données ayant fait intervenir 5436 jeunes d'âge scolaire de la 4em à la 11em année en provenance des 10 provinces et des trois territoires canadiens. Les résultats indiquent que les inégalités d'accès et d'usage des technologies à l' école sont relativement insignifiantes, mais s'inscrivent dans le prolongement des inégalités numériques extrascolaires. En revanche, la médiation sociale offerte par les enseignants semble contribuer à remédier aux inégalités de médiation parentale. 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Nous avons procédé à des analyses statistiques secondaires d'une base de données ayant fait intervenir 5436 jeunes d'âge scolaire de la 4em à la 11em année en provenance des 10 provinces et des trois territoires canadiens. Les résultats indiquent que les inégalités d'accès et d'usage des technologies à l' école sont relativement insignifiantes, mais s'inscrivent dans le prolongement des inégalités numériques extrascolaires. En revanche, la médiation sociale offerte par les enseignants semble contribuer à remédier aux inégalités de médiation parentale. Nous en concluons que le rôle que joue l'école envers les inégalités numériques est mitigé.","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":61732301,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61732301/thumbnails/1.jpg","file_name":"2019_Collin__S._et_coll._Formation_et_profession_0220200109-94439-sllinl.pdf","download_url":"https://www.academia.edu/attachments/61732301/download_file","bulk_download_file_name":"Entre_reproduction_et_remediation_quel_r.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61732301/2019_Collin__S._et_coll._Formation_et_profession_0220200109-94439-sllinl-libre.pdf?1578600108=\u0026response-content-disposition=attachment%3B+filename%3DEntre_reproduction_et_remediation_quel_r.pdf\u0026Expires=1743407691\u0026Signature=CjxKAYkhdUNSGKHZbPRp5dpgeoXJMKonQZ5N8Iz7cxyLl0UvsWmhmaxASeW-xeRwyhyN2JbkBMxbw8cf~1oyG1hSKRrLtjpL0JvuqCp2eOvGHStjXqvJjGNfymMnMfIiW4BG58JMt87yxKBt0xGQoVxfYJYysxpNkOMYLDRDkVHd~~iXstJsRiJN-52fb~Oix7ybTtYUWAJvsHVCfoVUuYYEKehRUoDrXrkV6dHWFx1qf5DEyrXXxKt3Nf3-kmX8RFQuBxiW-Q~OWTUiuqW4Tc1mVXKLpgbHDuxUbWOY6LZ1PVKL1u-Qev2nz~pQMCF77PM4vFVYU344-4vuojTLiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":8931127,"url":"https://formation-profession.com/acts/live/502"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-41576179-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40392500"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40392500/Between_continuity_and_change_A_comparison_of_technology_use_by_pre_and_post_migration_international_students_and_local_students"><img alt="Research paper thumbnail of Between continuity and change : A comparison of technology use by pre- and post-migration international students and local students" class="work-thumbnail" src="https://attachments.academia-assets.com/60643797/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40392500/Between_continuity_and_change_A_comparison_of_technology_use_by_pre_and_post_migration_international_students_and_local_students">Between continuity and change : A comparison of technology use by pre- and post-migration international students and local students</a></div><div class="wp-workCard_item"><span>International Journal of Technologies in Higher Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite the growing number of studies on migrants’ use of technology, few have focused on the cas...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite the growing number of studies on migrants’ use of technology, few have focused on the case of international students. Because they come from different countries where they have developed variable uses of technology according to country-specific cultural, political, economic, and other factors, international students may have to adapt the way they use technologies in response to new academic and relational customs and demands at their host university. Based on the idea that their technology use after migration is necessarily influenced by the uses they had developed before migration, this article’s objective is to draw a portrait of technology use by international students before and after migration, and in comparison to local students. A sample of 1,325 international students and 251 local students attending two Canadian universities responded to questionnaires, and the responses were analyzed statistically. The results indicate that, overall, international students increase their use of technologies after migration. Some changes observed are associated with student life in general and university studies in particular—they are thus valid for all students, whether or not they are international, while others appear to be attributable to migration and differentiate international students from their local peers. This study contributes to the advancement of knowledge in that it constitutes a first step toward a more nuanced understanding of the role that technology plays in the university integration of international students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6c0687dd86c72c6350638da35130851" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60643797,"asset_id":40392500,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60643797/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40392500"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40392500"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40392500; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40392500]").text(description); $(".js-view-count[data-work-id=40392500]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40392500; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40392500']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6c0687dd86c72c6350638da35130851" } } $('.js-work-strip[data-work-id=40392500]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40392500,"title":"Between continuity and change : A comparison of technology use by pre- and post-migration international students and local students","translated_title":"","metadata":{"doi":"10.18162/ritpu-2019-v16n1-01","volume":"16","abstract":"Despite the growing number of studies on migrants’ use of technology, few have focused on the case of international students. 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It provides a relevant theoretical basis for addressing digital (in)equity issues. <br /><br />Originality/value : Little use has been made of critical theories in the study of digital technology in education. That may seem surprising insofar as the study of digital technology in education is related to other fields having a well-established critical tradition. The authors build on their work and tailor it to the case of digital technology in education.<br /><br />[Open access : <a href="https://archipel.uqam.ca/12365/" rel="nofollow">https://archipel.uqam.ca/12365/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5fab0136fd5e2f67169e75e9f6b5affd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60238852,"asset_id":40040712,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60238852/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40040712"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40040712"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40040712; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40040712]").text(description); $(".js-view-count[data-work-id=40040712]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40040712; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40040712']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5fab0136fd5e2f67169e75e9f6b5affd" } } $('.js-work-strip[data-work-id=40040712]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40040712,"title":"Capturing digital (in)equity in teaching and learning : a sociocritical approach","translated_title":"","metadata":{"doi":"10.1108/IJILT-05-2018-0059","issue":"2","volume":"36","abstract":"Purpose : The purpose of this paper is to present a sociocritical approach and describe how it is relevant to the study of digital equity in education.\n\nDesign - methodology/approach : The method is based on a synthesis of the literature regarding critical approaches to digital technology in education.\n\nFindings : A sociocritical approach is an attempt to formulate a sociological perspective combined with a critical dimension. 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The authors build on their work and tailor it to the case of digital technology in education.\n\n[Open access : https://archipel.uqam.ca/12365/]","internal_url":"https://www.academia.edu/40040712/Capturing_digital_in_equity_in_teaching_and_learning_a_sociocritical_approach","translated_internal_url":"","created_at":"2019-08-08T11:27:11.058-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":18370651,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":32889578,"work_id":40040712,"tagging_user_id":18370651,"tagged_user_id":129423013,"co_author_invite_id":6884531,"email":"p***e@uclouvain.be","display_order":1,"name":"Brotcorne, Périne","title":"Capturing digital (in)equity in teaching and learning : a sociocritical approach"}],"downloadable_attachments":[{"id":60238852,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60238852/thumbnails/1.jpg","file_name":"2019_Collin__S._et_Brotcorne__P._International_Journal_of_Information_and_Learning_Technology.20190808-67504-1izzp4a.pdf","download_url":"https://www.academia.edu/attachments/60238852/download_file","bulk_download_file_name":"Capturing_digital_in_equity_in_teaching.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60238852/2019_Collin__S._et_Brotcorne__P._International_Journal_of_Information_and_Learning_Technology.20190808-67504-1izzp4a-libre.pdf?1565290059=\u0026response-content-disposition=attachment%3B+filename%3DCapturing_digital_in_equity_in_teaching.pdf\u0026Expires=1743407691\u0026Signature=FfYOWdYl-uOKPcA0HTvGoao2cI6kHoOs3BCTlX0oYNrQzQekUGPbWY1EmYf6mde3OgZbDK9-fWV8TwsvQo8QT9QHJnmr7KMXX52Li67LUuHlfAWh9NYYNkfMIaO3AJNqc1IRMhR-n1lFtzGmRukaG5nuV3ndiAFjRcGSULy7hhaqa5vqbHmdlVFvl0rraM02yHmyrfcfG82vEPzUwlDKekqWwTtkWGwS3yAUMZKg0~xdowf0lgTIQZzWq2quYFYV2VkPFXHfhYvbKKSngACVmO5H4r8fbqKzf-hv5Zd5AhA38qItzuxnVvxacqWOsL9fbUUSFUjwbfGPvMJbhNLQQQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Capturing_digital_in_equity_in_teaching_and_learning_a_sociocritical_approach","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"Purpose : The purpose of this paper is to present a sociocritical approach and describe how it is relevant to the study of digital equity in education.\n\nDesign - methodology/approach : The method is based on a synthesis of the literature regarding critical approaches to digital technology in education.\n\nFindings : A sociocritical approach is an attempt to formulate a sociological perspective combined with a critical dimension. 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The authors build on their work and tailor it to the case of digital technology in education.\n\n[Open access : https://archipel.uqam.ca/12365/]","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":60238852,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60238852/thumbnails/1.jpg","file_name":"2019_Collin__S._et_Brotcorne__P._International_Journal_of_Information_and_Learning_Technology.20190808-67504-1izzp4a.pdf","download_url":"https://www.academia.edu/attachments/60238852/download_file","bulk_download_file_name":"Capturing_digital_in_equity_in_teaching.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60238852/2019_Collin__S._et_Brotcorne__P._International_Journal_of_Information_and_Learning_Technology.20190808-67504-1izzp4a-libre.pdf?1565290059=\u0026response-content-disposition=attachment%3B+filename%3DCapturing_digital_in_equity_in_teaching.pdf\u0026Expires=1743407691\u0026Signature=FfYOWdYl-uOKPcA0HTvGoao2cI6kHoOs3BCTlX0oYNrQzQekUGPbWY1EmYf6mde3OgZbDK9-fWV8TwsvQo8QT9QHJnmr7KMXX52Li67LUuHlfAWh9NYYNkfMIaO3AJNqc1IRMhR-n1lFtzGmRukaG5nuV3ndiAFjRcGSULy7hhaqa5vqbHmdlVFvl0rraM02yHmyrfcfG82vEPzUwlDKekqWwTtkWGwS3yAUMZKg0~xdowf0lgTIQZzWq2quYFYV2VkPFXHfhYvbKKSngACVmO5H4r8fbqKzf-hv5Zd5AhA38qItzuxnVvxacqWOsL9fbUUSFUjwbfGPvMJbhNLQQQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3343336,"name":"Sociocritical approach","url":"https://www.academia.edu/Documents/in/Sociocritical_approach"}],"urls":[{"id":8827507,"url":"https://archipel.uqam.ca/12365/"},{"id":8827508,"url":"https://www.emerald.com/insight/content/doi/10.1108/IJILT-05-2018-0059/full/pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40040712-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40038588"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40038588/Disparit%C3%A9s_d_adoption_des_technologies_en_p%C3%A9dagogie_universitaire_un_aper%C3%A7u_empirique"><img alt="Research paper thumbnail of Disparités d’adoption des technologies en pédagogie universitaire : un aperçu empirique" class="work-thumbnail" src="https://attachments.academia-assets.com/60236225/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40038588/Disparit%C3%A9s_d_adoption_des_technologies_en_p%C3%A9dagogie_universitaire_un_aper%C3%A7u_empirique">Disparités d’adoption des technologies en pédagogie universitaire : un aperçu empirique</a></div><div class="wp-workCard_item"><span> Revue internationale des technologies en pédagogie universitaire</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bien que les études traitant de l'intégration des technologies en pédagogie universitaire soient ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bien que les études traitant de l'intégration des technologies en pédagogie universitaire soient relativement nombreuses, peu d'entre elles se sont penchées sur les disparités d'adoption des technologies parmi les enseignants universitaires. Aussi, l'objectif de cet article est de caractériser les profils d'enseignants universitaires adoptant les technologies. Un questionnaire a été rempli par 391 enseignants de deux universités du Québec. Des analyses par clusters permettent d'identifier trois profils d'enseignants universitaires intégrant les technologies relativement à trois volets de leur enseignement : préparation et gestion, pilotage, et développement professionnel. les résultats laissent penser que les disparités d'adoption ne se sont pas résorbées malgré la succession de plus en plus rapide des technologies en pédagogie universitaire.<br /><br />[En libre accès sur : <a href="https://archipel.uqam.ca/12208/" rel="nofollow">https://archipel.uqam.ca/12208/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8577b9d3e8f7425d3c7fe4ad106f1f1b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60236225,"asset_id":40038588,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60236225/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40038588"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40038588"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40038588; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40038588]").text(description); $(".js-view-count[data-work-id=40038588]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40038588; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40038588']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8577b9d3e8f7425d3c7fe4ad106f1f1b" } } $('.js-work-strip[data-work-id=40038588]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40038588,"title":"Disparités d’adoption des technologies en pédagogie universitaire : un aperçu empirique","translated_title":"","metadata":{"doi":"10.18162/ritpu-2018-v15n1-02","issue":"1","volume":"15","abstract":"Bien que les études traitant de l'intégration des technologies en pédagogie universitaire soient relativement nombreuses, peu d'entre elles se sont penchées sur les disparités d'adoption des technologies parmi les enseignants universitaires. Aussi, l'objectif de cet article est de caractériser les profils d'enseignants universitaires adoptant les technologies. Un questionnaire a été rempli par 391 enseignants de deux universités du Québec. Des analyses par clusters permettent d'identifier trois profils d'enseignants universitaires intégrant les technologies relativement à trois volets de leur enseignement : préparation et gestion, pilotage, et développement professionnel. les résultats laissent penser que les disparités d'adoption ne se sont pas résorbées malgré la succession de plus en plus rapide des technologies en pédagogie universitaire.\n\n[En libre accès sur : https://archipel.uqam.ca/12208/]","page_numbers":"9-23","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":" Revue internationale des technologies en pédagogie universitaire"},"translated_abstract":"Bien que les études traitant de l'intégration des technologies en pédagogie universitaire soient relativement nombreuses, peu d'entre elles se sont penchées sur les disparités d'adoption des technologies parmi les enseignants universitaires. 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Aussi, l'objectif de cet article est de caractériser les profils d'enseignants universitaires adoptant les technologies. Un questionnaire a été rempli par 391 enseignants de deux universités du Québec. Des analyses par clusters permettent d'identifier trois profils d'enseignants universitaires intégrant les technologies relativement à trois volets de leur enseignement : préparation et gestion, pilotage, et développement professionnel. les résultats laissent penser que les disparités d'adoption ne se sont pas résorbées malgré la succession de plus en plus rapide des technologies en pédagogie universitaire.\n\n[En libre accès sur : https://archipel.uqam.ca/12208/]","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":60236225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60236225/thumbnails/1.jpg","file_name":"ritpu-2018-v15n1-0920190808-50521-4mi0vc.pdf","download_url":"https://www.academia.edu/attachments/60236225/download_file","bulk_download_file_name":"Disparites_d_adoption_des_technologies_e.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60236225/ritpu-2018-v15n1-0920190808-50521-4mi0vc-libre.pdf?1565272582=\u0026response-content-disposition=attachment%3B+filename%3DDisparites_d_adoption_des_technologies_e.pdf\u0026Expires=1743407691\u0026Signature=Q2sdNYJ114ZT4Q~sXAKoIpfRonTgaZLY7Rrm0qkoKlDRD1T6S2LO00gUik7HS1gmiYoUuUs94GyxDiEsRDe1Lcj4E3xEw8QE34nm-Rkde6la7ifBVl4w-sk39~1HLb1hc6AihHTEkTqRz38FNA4FRhSLb-eW8P0wXeMwmnMIy9QAV43X3Qfb1s-A4M-UC7vpL5M9ubQWHIB2JpnLvnO3rKFGGQSofeHlWta-Y2vwj~oLhxxz2xGIypESnDQ34d4mOYOmBq-Xqp8oXeDAdwAofE7qW0oGxjF7z4m55dbmHHwrRogQZc7eeK-3C0D48pMrcazygST0p9RTYwGAwetZHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":118583,"name":"Technology Adoption","url":"https://www.academia.edu/Documents/in/Technology_Adoption"},{"id":383133,"name":"Pédagogie universitaire","url":"https://www.academia.edu/Documents/in/Pedagogie_universitaire"},{"id":2103964,"name":"University teachers","url":"https://www.academia.edu/Documents/in/University_teachers"}],"urls":[{"id":8827357,"url":"http://www.ritpu.ca:81/img/pdf/ritpu-2018-v15n1-09.pdf"},{"id":8827496,"url":"https://archipel.uqam.ca/12208/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40038588-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40512749"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40512749/Politiques_publiques_dint%C3%A9gration_du_num%C3%A9rique_en_%C3%A9ducation_France_Qu%C3%A9bec_regards_crois%C3%A9s"><img alt="Research paper thumbnail of Politiques publiques d'intégration du numérique en éducation : France-Québec, regards croisés" class="work-thumbnail" src="https://attachments.academia-assets.com/60785459/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40512749/Politiques_publiques_dint%C3%A9gration_du_num%C3%A9rique_en_%C3%A9ducation_France_Qu%C3%A9bec_regards_crois%C3%A9s">Politiques publiques d'intégration du numérique en éducation : France-Québec, regards croisés</a></div><div class="wp-workCard_item"><span>Revue de recherche internationale et comparative en éducation</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A partir d’un corpus de textes officiels émanant de deux ministères de l’Éducation issus de conte...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A partir d’un corpus de textes officiels émanant de deux ministères de l’Éducation issus de contextes socioculturels et géographiques distincts, la France et le Québec, nous proposons d’interroger les visions de la littératie numérique que ces textes véhiculent. Les déclarations et prescriptions compris dans ces textes sous-tendent des visions spécifiques du numérique, de l’apprenant et des intentions et besoins de formation de ces derniers, ce que cette analyse croisée permet de mettre en évidence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6ff59ee2031372b242322ce77ce8e834" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60785459,"asset_id":40512749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60785459/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40512749"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40512749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40512749; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40512749]").text(description); $(".js-view-count[data-work-id=40512749]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40512749; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40512749']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6ff59ee2031372b242322ce77ce8e834" } } $('.js-work-strip[data-work-id=40512749]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40512749,"title":"Politiques publiques d'intégration du numérique en éducation : France-Québec, regards croisés","translated_title":"","metadata":{"volume":"19","abstract":"A partir d’un corpus de textes officiels émanant de deux ministères de l’Éducation issus de contextes socioculturels et géographiques distincts, la France et le Québec, nous proposons d’interroger les visions de la littératie numérique que ces textes véhiculent. Les déclarations et prescriptions compris dans ces textes sous-tendent des visions spécifiques du numérique, de l’apprenant et des intentions et besoins de formation de ces derniers, ce que cette analyse croisée permet de mettre en évidence.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Revue de recherche internationale et comparative en éducation"},"translated_abstract":"A partir d’un corpus de textes officiels émanant de deux ministères de l’Éducation issus de contextes socioculturels et géographiques distincts, la France et le Québec, nous proposons d’interroger les visions de la littératie numérique que ces textes véhiculent. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40512749-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40039133"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40039133/Inclusion_d_%C3%A9tudiants_%C3%A0_distance_dans_un_cours_universitaire_en_pr%C3%A9sentiel_Perceptions_et_adaptations_des_enseignants_et_des_%C3%A9tudiants_dans_un_dispositif_de_bimodalit%C3%A9_simultan%C3%A9e"><img alt="Research paper thumbnail of Inclusion d’étudiants à distance dans un cours universitaire en présentiel : Perceptions et adaptations des enseignants et des étudiants dans un dispositif de bimodalité simultanée" class="work-thumbnail" src="https://attachments.academia-assets.com/60236830/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40039133/Inclusion_d_%C3%A9tudiants_%C3%A0_distance_dans_un_cours_universitaire_en_pr%C3%A9sentiel_Perceptions_et_adaptations_des_enseignants_et_des_%C3%A9tudiants_dans_un_dispositif_de_bimodalit%C3%A9_simultan%C3%A9e">Inclusion d’étudiants à distance dans un cours universitaire en présentiel : Perceptions et adaptations des enseignants et des étudiants dans un dispositif de bimodalité simultanée</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/SimonCollin">Simon Collin</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/OlivierCalonne">Olivier Calonne</a></span></div><div class="wp-workCard_item"><span>Distances et médiations des savoirs</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cet article présente l’étude exploratoire d’une modalité spécifique d’articulation « présence-dis...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cet article présente l’étude exploratoire d’une modalité spécifique d’articulation « présence-distance » peu étudiée que nous appelons bimodalité simultanée : pendant qu’une partie des étudiants est en présentiel, l’autre partie des étudiants suit le même cours en direct et à distance par visioconférence, ce qui requiert une gestion double pour l’enseignant. L’objectif de l’article est de mieux comprendre comment favoriser l’inclusion des étudiants à distance dans un cours en bimodalité simultané. Cinq cours de 2e cycle en éducation dans deux universités québécoises sont étudiés au moyen d’enregistrements vidéo, d’entrevues individuelles et de groupe et d’un questionnaire auprès des enseignants, des étudiants en présentiel et à distance. Un net déséquilibre apparaît entre étudiants en présentiel et à distance relativement au nombre et à la nature de leurs interactions, ce qui a pour effet chez tous les enseignants d’apporter des adaptations pédagogiques, bien que deux profils émergent parmi eux quant à l’amplitude des adaptations et à la qualité perçue des enseignements et des apprentissages.<br /><br />[En libre accès sur : <a href="https://archipel.uqam.ca/10833/" rel="nofollow">https://archipel.uqam.ca/10833/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="77d062286922047ddf67fdb6706ac4f1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60236830,"asset_id":40039133,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60236830/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40039133"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40039133"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40039133; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40039133]").text(description); $(".js-view-count[data-work-id=40039133]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40039133; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40039133']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "77d062286922047ddf67fdb6706ac4f1" } } $('.js-work-strip[data-work-id=40039133]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40039133,"title":"Inclusion d’étudiants à distance dans un cours universitaire en présentiel : Perceptions et adaptations des enseignants et des étudiants dans un dispositif de bimodalité simultanée","translated_title":"","metadata":{"doi":"10.4000/dms.1577","abstract":"Cet article présente l’étude exploratoire d’une modalité spécifique d’articulation « présence-distance » peu étudiée que nous appelons bimodalité simultanée : pendant qu’une partie des étudiants est en présentiel, l’autre partie des étudiants suit le même cours en direct et à distance par visioconférence, ce qui requiert une gestion double pour l’enseignant. L’objectif de l’article est de mieux comprendre comment favoriser l’inclusion des étudiants à distance dans un cours en bimodalité simultané. Cinq cours de 2e cycle en éducation dans deux universités québécoises sont étudiés au moyen d’enregistrements vidéo, d’entrevues individuelles et de groupe et d’un questionnaire auprès des enseignants, des étudiants en présentiel et à distance. 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Digital Inequalities in Elementary and High School Students According to Age and Socioeconomic Level" class="work-thumbnail" src="https://attachments.academia-assets.com/60236423/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40038773/A_Connected_Generation_Digital_Inequalities_in_Elementary_and_High_School_Students_According_to_Age_and_Socioeconomic_Level">A Connected Generation ? Digital Inequalities in Elementary and High School Students According to Age and Socioeconomic Level</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/SimonCollin">Simon Collin</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/HamidSaffari">Hamid Saffari</a></span></div><div class="wp-workCard_item"><span>Canadian Journal of Learning and Technology</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The objective of this article was to better understand the relationship between students' age and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The objective of this article was to better understand the relationship between students' age and socioeconomic level, and its influence on students' digital uses. We conducted a quantitative study of 401 elementary and high school students in Quebec. Four independent variables were initially selected: two related to age (actual age and education level) and two others related to the socioeconomic environment (school poverty index and parents' employment status). The dependent variable that represented students' digital uses was the number of different technologies they used weekly. We conducted correlation tests followed by a linear regression analysis. Socioeconomic level appears to have a stronger influence on students' digital uses compared to age, and explanations for this are proposed.<br /><br />[Open access : <a href="https://archipel.uqam.ca/12206/" rel="nofollow">https://archipel.uqam.ca/12206/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5e9eb7a3cf8239462267f119cf2e74c8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60236423,"asset_id":40038773,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60236423/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40038773"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40038773"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40038773; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40038773]").text(description); $(".js-view-count[data-work-id=40038773]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40038773; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40038773']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5e9eb7a3cf8239462267f119cf2e74c8" } } $('.js-work-strip[data-work-id=40038773]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40038773,"title":"A Connected Generation ? 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Socioeconomic level appears to have a stronger influence on students' digital uses compared to age, and explanations for this are proposed.\n\n[Open access : https://archipel.uqam.ca/12206/]","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":60236423,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60236423/thumbnails/1.jpg","file_name":"27525-Article_Text-70446-1-10-2017013120190808-45297-1jfxyot.pdf","download_url":"https://www.academia.edu/attachments/60236423/download_file","bulk_download_file_name":"A_Connected_Generation_Digital_Inequalit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60236423/27525-Article_Text-70446-1-10-2017013120190808-45297-1jfxyot-libre.pdf?1565273669=\u0026response-content-disposition=attachment%3B+filename%3DA_Connected_Generation_Digital_Inequalit.pdf\u0026Expires=1743407691\u0026Signature=RSfi335t3fwqa~TYZ6bKt-8SrsnGMbtkX8fKhoj8YWwqC2IJgKb~1b6wPQSjQzzqN4nPU6eqjtEBoDomgqlA8bzGtomFgDv5klzN3nbwI1AYkDG1aD-bByh50h1l9X-WQM0Kop88ASUjrgwA3AO-uRwHRf03u3JpZGg5N0W~47rvgpkFXBTxbkUXtdgPTu5DbVSyvrg4sgyMg5gxMFlHDqHg6sY4TRbDvsxc~r-VTvV23gk6ToB7LEcuyV46F1SzcHCVLEyMxFqkEDPZN4EWdRAdbxH5M3YdUws~1Ldi-wkz-nszKCRXfhyiUAzB0Pu~b9zFNPqaTbquMfbD8Wh3Xw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":356520,"name":"Digital Inequalities","url":"https://www.academia.edu/Documents/in/Digital_Inequalities"},{"id":492557,"name":"Elementary School Students","url":"https://www.academia.edu/Documents/in/Elementary_School_Students"},{"id":797528,"name":"High School Students","url":"https://www.academia.edu/Documents/in/High_School_Students"},{"id":2461503,"name":"Digital uses","url":"https://www.academia.edu/Documents/in/Digital_uses"},{"id":3309514,"name":"Usages numériques","url":"https://www.academia.edu/Documents/in/Usages_num%C3%A9riques"},{"id":3343081,"name":"Inégalités numériques","url":"https://www.academia.edu/Documents/in/In%C3%A9galit%C3%A9s_num%C3%A9riques"}],"urls":[{"id":8827514,"url":"https://archipel.uqam.ca/12206/"},{"id":8827515,"url":"https://www.cjlt.ca/index.php/cjlt/article/view/27525"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40038773-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40091423"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40091423/Une_approche_sociocritique_des_usages_num%C3%A9riques_en_%C3%A9ducation"><img alt="Research paper thumbnail of Une approche sociocritique des usages numériques en éducation" class="work-thumbnail" src="https://attachments.academia-assets.com/60299996/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40091423/Une_approche_sociocritique_des_usages_num%C3%A9riques_en_%C3%A9ducation">Une approche sociocritique des usages numériques en éducation</a></div><div class="wp-workCard_item"><span>Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation (STICEF)</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cet article a pour objectif de contribuer à formaliser une approche sociocritique du numérique en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cet article a pour objectif de contribuer à formaliser une approche sociocritique du numérique en éducation. Telle que nous la concevons, cette approche consiste à étudier les relations entre le profil et le contexte socioculturel des élèves et leur disposition à s'éduquer et se former avec le numérique. Elle se situe au croisement, d’une part, de la sociologie des usages, qui a peu développé les dimensions éducatives du numérique, et d’autre part, des sciences de l’éducation, qui ont faiblement mis en lien les usages numériques proposés aux élèves en salle de classe avec ceux développés en contexte extrascolaire. Elle s’inscrit dans la thématique des usages numériques éducatifs, telle que circonscrite par (Baron, 2014), et se veut complémentaire aux approches didactique et psychopédagogique majoritairement utilisées. Nous commençons par expliciter les fondements de cette approche. Nous présentons ensuite un aperçu de trois de ses thématiques saillantes, avant d’aborder ses implications méthodologiques et sa complémentarité avec les approches didactique et psychopédagogique, ainsi que les principaux défis qu'elle doit relever.<br /><br />[Publication en libre accès : <a href="https://archipel.uqam.ca/10664/" rel="nofollow">https://archipel.uqam.ca/10664/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0c8cdb16d9c00f6857e5bb66a0a22bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60299996,"asset_id":40091423,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60299996/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40091423"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40091423"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40091423; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40091423]").text(description); $(".js-view-count[data-work-id=40091423]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40091423; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40091423']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f0c8cdb16d9c00f6857e5bb66a0a22bd" } } $('.js-work-strip[data-work-id=40091423]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40091423,"title":"Une approche sociocritique des usages numériques en éducation","translated_title":"","metadata":{"volume":"22","abstract":"Cet article a pour objectif de contribuer à formaliser une approche sociocritique du numérique en éducation. Telle que nous la concevons, cette approche consiste à étudier les relations entre le profil et le contexte socioculturel des élèves et leur disposition à s'éduquer et se former avec le numérique. Elle se situe au croisement, d’une part, de la sociologie des usages, qui a peu développé les dimensions éducatives du numérique, et d’autre part, des sciences de l’éducation, qui ont faiblement mis en lien les usages numériques proposés aux élèves en salle de classe avec ceux développés en contexte extrascolaire. Elle s’inscrit dans la thématique des usages numériques éducatifs, telle que circonscrite par (Baron, 2014), et se veut complémentaire aux approches didactique et psychopédagogique majoritairement utilisées. Nous commençons par expliciter les fondements de cette approche. Nous présentons ensuite un aperçu de trois de ses thématiques saillantes, avant d’aborder ses implications méthodologiques et sa complémentarité avec les approches didactique et psychopédagogique, ainsi que les principaux défis qu'elle doit relever.\n\n[Publication en libre accès : https://archipel.uqam.ca/10664/]","page_numbers":"89-107","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation (STICEF)"},"translated_abstract":"Cet article a pour objectif de contribuer à formaliser une approche sociocritique du numérique en éducation. Telle que nous la concevons, cette approche consiste à étudier les relations entre le profil et le contexte socioculturel des élèves et leur disposition à s'éduquer et se former avec le numérique. Elle se situe au croisement, d’une part, de la sociologie des usages, qui a peu développé les dimensions éducatives du numérique, et d’autre part, des sciences de l’éducation, qui ont faiblement mis en lien les usages numériques proposés aux élèves en salle de classe avec ceux développés en contexte extrascolaire. Elle s’inscrit dans la thématique des usages numériques éducatifs, telle que circonscrite par (Baron, 2014), et se veut complémentaire aux approches didactique et psychopédagogique majoritairement utilisées. Nous commençons par expliciter les fondements de cette approche. Nous présentons ensuite un aperçu de trois de ses thématiques saillantes, avant d’aborder ses implications méthodologiques et sa complémentarité avec les approches didactique et psychopédagogique, ainsi que les principaux défis qu'elle doit relever.\n\n[Publication en libre accès : https://archipel.uqam.ca/10664/]","internal_url":"https://www.academia.edu/40091423/Une_approche_sociocritique_des_usages_num%C3%A9riques_en_%C3%A9ducation","translated_internal_url":"","created_at":"2019-08-15T08:42:28.597-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":18370651,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":32908135,"work_id":40091423,"tagging_user_id":18370651,"tagged_user_id":42269886,"co_author_invite_id":null,"email":"n***n@univ-lyon2.fr","affiliation":"Université Lumière Lyon 2","display_order":1,"name":"Nicolas Guichon","title":"Une approche sociocritique des usages numériques en éducation"},{"id":32908136,"work_id":40091423,"tagging_user_id":18370651,"tagged_user_id":71081942,"co_author_invite_id":null,"email":"n***n@gmail.com","display_order":2,"name":"Jean Gabin Ntebutse","title":"Une approche sociocritique des usages numériques en éducation"}],"downloadable_attachments":[{"id":60299996,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60299996/thumbnails/1.jpg","file_name":"sticef_2015_collin_01p20190815-95998-t0w8st.pdf","download_url":"https://www.academia.edu/attachments/60299996/download_file","bulk_download_file_name":"Une_approche_sociocritique_des_usages_nu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60299996/sticef_2015_collin_01p20190815-95998-t0w8st-libre.pdf?1565886224=\u0026response-content-disposition=attachment%3B+filename%3DUne_approche_sociocritique_des_usages_nu.pdf\u0026Expires=1743407691\u0026Signature=ExGohuk90o-V8oreeE8nDHqVckdwvlfn31~zA7Wd7tVzuiL7bepK-Now5nFDoOg2ntxkGjq-LoQFEaDdk21YSTI6yRlm~2wmZFYyJEQXy03631FbqvkEHjMhd6E1PKlReCuO4d8f4OExiCSzR2ZpfacYxukAMixn2pDcP3441hgwuMgE3t1vV~drKi~r5q6F6lP42XB7alLTVS7Po3IU7jeikEIc3pbm8SuLpEkurbbSJ-2R6LJHF3LUVNd82-KlvE8TYCO2Ak1AOGQqxsip5U7xi2Hfk-As-AZFGua9Id5S9-xl-Qn~hbizsagNfiX506FnAAj4C7ypgB~wBKgOGw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Une_approche_sociocritique_des_usages_numériques_en_éducation","translated_slug":"","page_count":30,"language":"fr","content_type":"Work","summary":"Cet article a pour objectif de contribuer à formaliser une approche sociocritique du numérique en éducation. Telle que nous la concevons, cette approche consiste à étudier les relations entre le profil et le contexte socioculturel des élèves et leur disposition à s'éduquer et se former avec le numérique. Elle se situe au croisement, d’une part, de la sociologie des usages, qui a peu développé les dimensions éducatives du numérique, et d’autre part, des sciences de l’éducation, qui ont faiblement mis en lien les usages numériques proposés aux élèves en salle de classe avec ceux développés en contexte extrascolaire. Elle s’inscrit dans la thématique des usages numériques éducatifs, telle que circonscrite par (Baron, 2014), et se veut complémentaire aux approches didactique et psychopédagogique majoritairement utilisées. Nous commençons par expliciter les fondements de cette approche. Nous présentons ensuite un aperçu de trois de ses thématiques saillantes, avant d’aborder ses implications méthodologiques et sa complémentarité avec les approches didactique et psychopédagogique, ainsi que les principaux défis qu'elle doit relever.\n\n[Publication en libre accès : https://archipel.uqam.ca/10664/]","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":60299996,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60299996/thumbnails/1.jpg","file_name":"sticef_2015_collin_01p20190815-95998-t0w8st.pdf","download_url":"https://www.academia.edu/attachments/60299996/download_file","bulk_download_file_name":"Une_approche_sociocritique_des_usages_nu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60299996/sticef_2015_collin_01p20190815-95998-t0w8st-libre.pdf?1565886224=\u0026response-content-disposition=attachment%3B+filename%3DUne_approche_sociocritique_des_usages_nu.pdf\u0026Expires=1743407691\u0026Signature=ExGohuk90o-V8oreeE8nDHqVckdwvlfn31~zA7Wd7tVzuiL7bepK-Now5nFDoOg2ntxkGjq-LoQFEaDdk21YSTI6yRlm~2wmZFYyJEQXy03631FbqvkEHjMhd6E1PKlReCuO4d8f4OExiCSzR2ZpfacYxukAMixn2pDcP3441hgwuMgE3t1vV~drKi~r5q6F6lP42XB7alLTVS7Po3IU7jeikEIc3pbm8SuLpEkurbbSJ-2R6LJHF3LUVNd82-KlvE8TYCO2Ak1AOGQqxsip5U7xi2Hfk-As-AZFGua9Id5S9-xl-Qn~hbizsagNfiX506FnAAj4C7ypgB~wBKgOGw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3349865,"name":"Approche sociocritique","url":"https://www.academia.edu/Documents/in/Approche_sociocritique"},{"id":3349866,"name":"rapport éducatif au numérique","url":"https://www.academia.edu/Documents/in/rapport_%C3%A9ducatif_au_num%C3%A9rique"}],"urls":[{"id":8831493,"url":"https://archipel.uqam.ca/10664/"},{"id":8831494,"url":"http://sticef.univ-lemans.fr/num/vol2015/01-collin/sticef_2015_collin_01.htm"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40091423-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40091168"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40091168/Les_travailleurs_migrants_temporaires_au_Qu%C3%A9bec_des_migrants_connect%C3%A9s_"><img alt="Research paper thumbnail of Les travailleurs migrants temporaires au Québec : des migrants connectés ?" class="work-thumbnail" src="https://attachments.academia-assets.com/60299664/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40091168/Les_travailleurs_migrants_temporaires_au_Qu%C3%A9bec_des_migrants_connect%C3%A9s_">Les travailleurs migrants temporaires au Québec : des migrants connectés ?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/SimonCollin">Simon Collin</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://umontreal.academia.edu/ROSASIRLEIA">Sirléia Rosa</a></span></div><div class="wp-workCard_item"><span>Tic&Société</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Les études sur les usages des technologies de l’information et de la communication (TIC) par les ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Les études sur les usages des technologies de l’information et de la communication (TIC) par les migrants ont fait l’objet d’un intérêt scientifique croissant ces dernières années. En revanche, peu d’études se sont penchées sur le cas particulier des travailleurs migrants temporaires, qui vivent annuellement des phases de non-migration et des phases de migration. Aussi, l’objectif de cette étude est de mieux comprendre l’accès et les usages des TIC par cette catégorie de migrants au Québec. Les résultats obtenus au moyen d’une enquête auprès de 24 travailleurs agricoles mexicains et guatémaltèques indiquent que le fait de migrer correspond à une réduction de la diversité des usages des TIC pour une majorité des participants. Toutefois, une minorité d’entre eux semblent utiliser au Québec une ou des TIC (le téléphone cellulaire principalement) qu’ils n’utilisaient pas dans leur société d’origine. En outre, l’éducation et la nationalité ressortent comme deux variables associées aux variations d’usage des TIC au sein de cet échantillon. Des pistes d’explication de ces résultats sont explorées en référence à la littérature scientifique du domaine des TIC et de la migration.<br /><br />[Publication en libre accès : <a href="https://archipel.uqam.ca/10835/" rel="nofollow">https://archipel.uqam.ca/10835/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2a10781a423a0b2decd467cc13c19209" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60299664,"asset_id":40091168,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60299664/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40091168"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40091168"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40091168; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40091168]").text(description); $(".js-view-count[data-work-id=40091168]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40091168; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40091168']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2a10781a423a0b2decd467cc13c19209" } } $('.js-work-strip[data-work-id=40091168]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40091168,"title":"Les travailleurs migrants temporaires au Québec : des migrants connectés ?","translated_title":"","metadata":{"doi":"10.4000/ticetsociete.1950","issue":"1-2","volume":"9","abstract":"Les études sur les usages des technologies de l’information et de la communication (TIC) par les migrants ont fait l’objet d’un intérêt scientifique croissant ces dernières années. 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Migrants’ use of technologies has received increasing attention from researchers. Moreover, because the current research on technology use by migrants comprises a variety of research objects, it is difficult to gain an overall understanding of the field. Based on a literature review, this article proposes an overview of the field of technologies and migration as a “mapping” of the main research objects examined in this field.<br /><br />[Open access :  <a href="https://archipel.uqam.ca/12204/" rel="nofollow">https://archipel.uqam.ca/12204/</a>]</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-40091563-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-40091563-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/35135522/figure-1-descriptive-framework-of-research-objects-in-the"><img alt="Figure 1: Descriptive framework of research objects in the field of migration and technologies As shown in Figure 1, our literature review culminated in the development of a descriptive ramework organized around two main themes according to a previously established distinction in he literature between technology use as a means of migration and as an object of migration (Collin 1012). The first theme represents the research objects related to technology use as a migration neans. The research objects belonging to this theme include migrants’ use of technologies to acilitate their migration, including the pre- and post-migration phases: technology use to prepare or migration in the pre-migration phase; and to maintain links with people back home and integrate nto the host society in the post-migration phase. These two sub-themes are distinguished in Figure | in order to better delineate them, although they are considered cumulative and reciprocal Codagnone et al. 2011; Proulx 2008). The second theme represents the research objects related to echnology use by migrants as an object of migration. The research objects classified into this econd theme include the ways that migrants appropriate technologies and their varying degrees yf technological mastery. Here, two particular sub-themes emerge from the literature review: the -volution of technology use during the migration process, and the variations of migrants’ use of echnologies to connect with each other and with the host society. Although less explored than echnology as a migration means (Theme 1), the relevance of technology as a migration object Theme 2) lies in the fact that the relationships that migrants have with technologies necessarily nfluence their ability to use them for other purposes. In other words, a migrant would be more or ess apt to use technologies to prepare for the migration, keep in touch with people back home, and ntegrate into the host society depending on the degree of appropriation and mastery of these echnologies, or tech skills. Thus, technology as a migration means cannot be fully understood inless technology as a migration object is also taken into account. These two themes are therefore wo sides of the same coin, and they make a complementary contribution to the field of migration ind technologies. 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Dans ce contexte, l’objectif du présent article est d’analyser, dans une perspective critique, les discours d’articles journalistiques généralistes en ligne sur les MOOC. Une analyse de contenu nous a permis de caractériser les discours journalistiques et d’évaluer la part de déterminisme technologique dont ils ont fait l’objet dans leur traitement médiatique. Nous en tirons finalement quelques conclusions sur la manière dont sont appréhendées socialement les innovations numériques en éducation.<br /><br />[Publication en libre accès : <a href="https://archipel.uqam.ca/10836/" rel="nofollow">https://archipel.uqam.ca/10836/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b4ad02291db2afe30c3f1ab96fbd4307" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60237333,"asset_id":40039558,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60237333/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40039558"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40039558"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40039558; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40039558]").text(description); $(".js-view-count[data-work-id=40039558]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40039558; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40039558']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b4ad02291db2afe30c3f1ab96fbd4307" } } $('.js-work-strip[data-work-id=40039558]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40039558,"title":"Le MOOC et le « hype » : analyse critique des discours médiatiques sur les MOOC","translated_title":"","metadata":{"abstract":"En un court laps de temps, les MOOC ont suscité de vives attentes suivies de grandes désillusions dans les discours médiatiques, ce qui apparaît typique du déterminisme technologique avec lequel est souvent abordé le domaine du numérique en éducation. 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Dans ce contexte, l’objectif du présent article est d’analyser, dans une perspective critique, les discours d’articles journalistiques généralistes en ligne sur les MOOC. Une analyse de contenu nous a permis de caractériser les discours journalistiques et d’évaluer la part de déterminisme technologique dont ils ont fait l’objet dans leur traitement médiatique. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40039558-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40091318"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40091318/Les_usages_num%C3%A9riques_%C3%A9ducatifs_des_%C3%A9l%C3%A8ves_allophones_issus_de_l_immigration_r%C3%A9cente_une_%C3%A9tude_exploratoire"><img alt="Research paper thumbnail of Les usages numériques éducatifs des élèves allophones issus de l’immigration récente : une étude exploratoire" class="work-thumbnail" src="https://attachments.academia-assets.com/60299842/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40091318/Les_usages_num%C3%A9riques_%C3%A9ducatifs_des_%C3%A9l%C3%A8ves_allophones_issus_de_l_immigration_r%C3%A9cente_une_%C3%A9tude_exploratoire">Les usages numériques éducatifs des élèves allophones issus de l’immigration récente : une étude exploratoire</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/SimonCollin">Simon Collin</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/HamidSaffari">Hamid Saffari</a></span></div><div class="wp-workCard_item"><span>Canadian Journal of Learning & Technology / La revue canadienne de l’apprentissage et de la technologie</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L’objectif de cet article est de dresser un portrait des usages numériques éducatifs des élèves a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L’objectif de cet article est de dresser un portrait des usages numériques éducatifs des élèves allophones issus de l’immigration récente, notamment en lien avec leurs usages numériques non éducatifs et leur compétence numérique, en vue de soutenir leur intégration linguistique et scolaire. Deux cent trente-six élèves de classes d’accueil de l’île de Montréal ont participé à une expérimentation enregistrée sur ordinateur. Les résultats indiquent que les usages numériques éducatifs sont peu intégrés aux usages non éducatifs que développent les élèves en contexte extrascolaire, ce qui ne semble pas démarquer les élèves allophones issus de l’immigration récente des élèves non-immigrants.<br /><br />[Publication  en libre accès : <a href="https://archipel.uqam.ca/10665/" rel="nofollow">https://archipel.uqam.ca/10665/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="37badc6e03438dbb27e958ba88069057" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60299842,"asset_id":40091318,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60299842/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40091318"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40091318"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40091318; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40091318]").text(description); $(".js-view-count[data-work-id=40091318]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40091318; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40091318']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "37badc6e03438dbb27e958ba88069057" } } $('.js-work-strip[data-work-id=40091318]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40091318,"title":"Les usages numériques éducatifs des élèves allophones issus de l’immigration récente : une étude exploratoire","translated_title":"","metadata":{"issue":"1","volume":"41","abstract":"L’objectif de cet article est de dresser un portrait des usages numériques éducatifs des élèves allophones issus de l’immigration récente, notamment en lien avec leurs usages numériques non éducatifs et leur compétence numérique, en vue de soutenir leur intégration linguistique et scolaire. 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We then provide an overview of empirical studies on the levels of ICT and information literacy competencies in Canada"s preservice teachers and offer explanations for these levels. We conclude by proposing solutions to improve the situation, notably through effective approaches to training Canada"s future teachers in ICT and information literacy competencies.<br /><br />[Open access : <a href="https://archipel.uqam.ca/12207/" rel="nofollow">https://archipel.uqam.ca/12207/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9ff5722087c506d615e9e230c9b2dd6f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60237150,"asset_id":40039389,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60237150/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40039389"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40039389"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40039389; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40039389]").text(description); $(".js-view-count[data-work-id=40039389]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40039389; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40039389']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9ff5722087c506d615e9e230c9b2dd6f" } } $('.js-work-strip[data-work-id=40039389]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40039389,"title":"Overview of the levels of ICT and information literacy skills in Canada's preservice teachers","translated_title":"","metadata":{"issue":"11","volume":"13","abstract":"To better understand the strong relationship between ICT and information literacy competencies, this short paper first describes their roles in the various education levels in Canada, including initial teacher training. 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It serves multip...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The portfolio is rapidly gaining attention in initial teacher training programs. It serves multiple uses and ends in the professional development and reflective practice of preservice teachers, and the technical advances of Web 2.0 will only increase the potential for learning opportunities. From now on, portfolio content that was formerly private territory can be generously shared. Against this background, this article provides an overview of the portfolio’s role in initial teacher training programs. The four main functions of the portfolio are addressed, followed by the advantages of the eportfolio over the paper portfolio. A working conceptual framework is then proposed for eportfolio use to support professional development in the Web 2.0 age. To provide a practical application for initial teacher training, we conclude with a presentation of Eduportfolio, an eportfolio that effectively taps the potential of Web 2.0.<br /><br />[Open access : <a href="https://archipel.uqam.ca/12210/" rel="nofollow">https://archipel.uqam.ca/12210/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="41f65193d7ce71006fd434f9aa0491a3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60300396,"asset_id":40091753,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60300396/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40091753"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40091753"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40091753; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40091753]").text(description); $(".js-view-count[data-work-id=40091753]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40091753; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40091753']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "41f65193d7ce71006fd434f9aa0491a3" } } $('.js-work-strip[data-work-id=40091753]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40091753,"title":"The Eportfolio as Support for the Professional Development of Preservice Teachers : a Theoretical and Practical Overview","translated_title":"","metadata":{"issue":"5","volume":"12","abstract":"The portfolio is rapidly gaining attention in initial teacher training programs. 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Él constituye la secuencia lógica de otro publicado por el mismo equipo de autores en 2010 presentando una visión crítica de la reflexión. En primer lugar, en este texto, presentamos sumariamente nuestra visión del concepto para, luego, situar nuestras respectivas investigaciones y poner en relieve los desafíos metodológicos que debimos enfrentar para estudiar el proceso de reflexión y el proceso de desarrollo de la reflexión. La descripción de nuestros estudios y el ejercicio de diálogo reflexivo que llevamos a cabo, nos permiten señalar que la observación de la reflexión en contexto de formación inicial necesita el recurso de manifestaciones que pueden ser del orden de la acción o del lenguaje. Lo que implica realizar una distanciación temporal, una distanciación debida al canal y/o una distanciación instrumental. Concluimos argumentando que para ello es necesario que los decidores de programas de formación docente comprendan que una cosa es prescribir la formación de un profesional reflexivo y otra muy diferente el disponer de los recursos y las herramientas adecuadas para cumplir ese objetivo.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ccb1ddc8de36f7ff79f9f645ec521c6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61281535,"asset_id":41000330,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61281535/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41000330"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41000330"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000330; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000330]").text(description); $(".js-view-count[data-work-id=41000330]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000330; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41000330']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1ccb1ddc8de36f7ff79f9f645ec521c6" } } $('.js-work-strip[data-work-id=41000330]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41000330,"title":"Desafíos metodológicos para el estudio de la reflexión en contexto de formación docente","translated_title":"","metadata":{"doi":"10.4067/S0718-07052014000200005","volume":"40","abstract":"Este artículo realiza una convergencia de tres de nuestros trabajos sobre el concepto de reflexión y los enfoques metodológicos que hemos privilegiado en ellos. 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However, there are many obstacles to the development of DE, including inadequate computer equipment and lack of professional skills. Against this background, this article presents the results of a longitudinal study<br />on DE programs1 offered to students in Africa.<br />Using quantitative analyses of questionnaires and qualitative analyses of interviews, the contributions of DE to the professional development of Africans are examined in the aim of gaining a deeper understanding of the dynamics at play when students enroll in a DE program.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fb0410435fe46b7e900b3ff8e51d887a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61281638,"asset_id":41000419,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61281638/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41000419"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41000419"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000419; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000419]").text(description); $(".js-view-count[data-work-id=41000419]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000419; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41000419']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fb0410435fe46b7e900b3ff8e51d887a" } } $('.js-work-strip[data-work-id=41000419]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41000419,"title":"Distance education in Africa: A longitudinal study of the perceptions of 2,416 students","translated_title":"","metadata":{"doi":"10.7202/1035580ar","issue":"3","volume":"10","abstract":"Distance Education (DE) holds particular promise for Africa, where higher education systems must cope with multiple constraints. 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Souhaitant contribuer à cette réflexion, l’objectif de cet article vise à mieux comprendre la variation de la pratique réflexive des enseignants stagiaires suivant les contextes académique et pratique. Pour ce faire, nous présentons une recherche qualitative, dont l’analyse thématique d’entrevues nous a permis de relever des variations contextuelles de la pratique réflexive à trois plans distincts : la motivation et la finalité ; les acteurs soutenant la pratique réflexive ; enfin, les modalités d’interaction entre les acteurs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f5ba9e4e94f9779c68216db3d3130746" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61281967,"asset_id":41000791,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61281967/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41000791"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41000791"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000791; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000791]").text(description); $(".js-view-count[data-work-id=41000791]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000791; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41000791']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f5ba9e4e94f9779c68216db3d3130746" } } $('.js-work-strip[data-work-id=41000791]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41000791,"title":"Variation de la pratique réflexive entre les contextes académique et pratique en stage d’enseignement.","translated_title":"","metadata":{"doi":"10.7202/1015638ar","issue":"1","volume":"2","abstract":"Le stage d’enseignement est fréquemment considéré comme une période particulièrement propice au développement de la pratique réflexive. 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Nous commençons par relever que, malgré leur pertinence éducative et socioprofessionnelle, les technologies en éducation doivent faire face à plusieurs défis, notamment parce qu’elles ne tiennent pas compte des usages technologiques des apprenants en dehors des institutions éducatives. Sur la base de ce constat, deux objectifs sont poursuivis : le premier consiste à dresser un portrait des usages technologiques des apprenants en dehors des institutions éducatives. Le second se propose d’en déduire des implications pour orienter les usages des technologies en contexte éducatif. Pour ce faire, nous procéderons dans un premier temps à une analyse des usages technologiques des jeunes. Nous en déduirons ensuite des implications pour orienter les usages des technologies en éducation, notamment en proposant un modèle « élargi » des technologies en éducation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d727544355631d9019b73de245e1f10" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61281289,"asset_id":41000100,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61281289/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41000100"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41000100"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000100; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000100]").text(description); $(".js-view-count[data-work-id=41000100]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000100; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41000100']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8d727544355631d9019b73de245e1f10" } } $('.js-work-strip[data-work-id=41000100]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41000100,"title":"Usage des technologies en éducation: analyse des enjeux socioculturels","translated_title":"","metadata":{"doi":"10.7202/1015065ar","issue":"1","volume":"41","abstract":"Cet article propose une analyse des enjeux socioculturels qui accompagnent les usages des technologies en éducation. Nous commençons par relever que, malgré leur pertinence éducative et socioprofessionnelle, les technologies en éducation doivent faire face à plusieurs défis, notamment parce qu’elles ne tiennent pas compte des usages technologiques des apprenants en dehors des institutions éducatives. Sur la base de ce constat, deux objectifs sont poursuivis : le premier consiste à dresser un portrait des usages technologiques des apprenants en dehors des institutions éducatives. Le second se propose d’en déduire des implications pour orienter les usages des technologies en contexte éducatif. Pour ce faire, nous procéderons dans un premier temps à une analyse des usages technologiques des jeunes. 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Le second se propose d’en déduire des implications pour orienter les usages des technologies en contexte éducatif. Pour ce faire, nous procéderons dans un premier temps à une analyse des usages technologiques des jeunes. 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Nous commençons par relever que, malgré leur pertinence éducative et socioprofessionnelle, les technologies en éducation doivent faire face à plusieurs défis, notamment parce qu’elles ne tiennent pas compte des usages technologiques des apprenants en dehors des institutions éducatives. Sur la base de ce constat, deux objectifs sont poursuivis : le premier consiste à dresser un portrait des usages technologiques des apprenants en dehors des institutions éducatives. Le second se propose d’en déduire des implications pour orienter les usages des technologies en contexte éducatif. Pour ce faire, nous procéderons dans un premier temps à une analyse des usages technologiques des jeunes. 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Bien qu’elles se caractérisent autant par leurs ressemblances que par leurs différences, il est possible de les résumer comme une posture scientifique à la fois explicative, normative et pratique (Bohman, 2016; De Munck, 2011), qui permet d’appréhender et d’orienter les enjeux de domination et d’émancipation entre individus et groupes sociaux. Interdisciplinaires, elles disposent de traditions bien établies dans certaines disciplines, alors qu’elles sont plus discrètes dans d’autres. En sciences de l’éducation au Québec, les théories critiques ont principalement trouvé leur marque dans les « fondements » de l’éducation (p. ex., philosophie et sociologie de l’éducation). [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a9bee6a6536134133c63a745f784a1f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61732538,"asset_id":41576381,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61732538/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41576381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41576381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41576381; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41576381]").text(description); $(".js-view-count[data-work-id=41576381]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41576381; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41576381']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a9bee6a6536134133c63a745f784a1f" } } $('.js-work-strip[data-work-id=41576381]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41576381,"title":"Les théories critiques et le numérique en éducation : quelles propositions théoriques et quelles applications empiriques ?","translated_title":"","metadata":{"doi":"10.18162/fp.2019.578","issue":"3","volume":"27","abstract":"[Introduction au dossier - Formation et professions, Revue scientifique internationale en éducation, 2019, 27(3)]\n\nLes théories critiques constituent un ensemble hétérogène de courants de recherche (traditions marxistes, École de Francfort, gender studies, black studies, études postcoloniales, etc.), qui n’a cessé d’évoluer en fonction des changements sociaux qu’elles étudient (Keucheyan, 2013). 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L’article montre que les recherches en éducation possèdent un ancrage critique important depuis leur institutionnalisation. Par contraste, les travaux sur les technologies éducatives semblent davantage avoir mobilisé implicitement plusieurs formes de critique jusqu’à présent sans viser pour autant à baliser un programme de recherche critique aux cadres épistémologiques cohérents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4db2cc20647cb6373d241e23ebc9e5cb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61731835,"asset_id":41575691,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61731835/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41575691"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41575691"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41575691; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41575691]").text(description); $(".js-view-count[data-work-id=41575691]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41575691; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41575691']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4db2cc20647cb6373d241e23ebc9e5cb" } } $('.js-work-strip[data-work-id=41575691]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41575691,"title":"Des recherches en éducation au domaine des technologies éducatives : quelles dynamiques d’appropriation des approches critiques ?","translated_title":"","metadata":{"doi":"10.18162/fp.2019.543","issue":"3","volume":"27","abstract":"Le présent article vise à contribuer au repérage des sources et des objets d’étude critiques dans les travaux sur les technologies éducatives en comparant leur dynamique d’appropriation des approches critiques à celle à l’oeuvre au sein du champ dans lequel ils s’inscrivent : les sciences de l’éducation. 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Nous avons procédé à des analyses statistiques secondaires d'une base de données ayant fait intervenir 5436 jeunes d'âge scolaire de la 4em à la 11em année en provenance des 10 provinces et des trois territoires canadiens. Les résultats indiquent que les inégalités d'accès et d'usage des technologies à l' école sont relativement insignifiantes, mais s'inscrivent dans le prolongement des inégalités numériques extrascolaires. En revanche, la médiation sociale offerte par les enseignants semble contribuer à remédier aux inégalités de médiation parentale. Nous en concluons que le rôle que joue l'école envers les inégalités numériques est mitigé.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="911d2509d099ed644bc945f801c91427" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61732301,"asset_id":41576179,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61732301/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41576179"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41576179"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41576179; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41576179]").text(description); $(".js-view-count[data-work-id=41576179]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41576179; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41576179']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "911d2509d099ed644bc945f801c91427" } } $('.js-work-strip[data-work-id=41576179]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41576179,"title":"Entre reproduction et remédiation, quel rôle joue l'école envers les inégalités numériques des jeunes d'âge scolaire","translated_title":"","metadata":{"doi":"10.18162/fp.2019.502","issue":"3","volume":"27","abstract":"L objectif de cette étude est de mieux comprendre le rôle que joue l'école envers les inégalités numériques des jeunes d'âge scolaire. Nous avons procédé à des analyses statistiques secondaires d'une base de données ayant fait intervenir 5436 jeunes d'âge scolaire de la 4em à la 11em année en provenance des 10 provinces et des trois territoires canadiens. Les résultats indiquent que les inégalités d'accès et d'usage des technologies à l' école sont relativement insignifiantes, mais s'inscrivent dans le prolongement des inégalités numériques extrascolaires. En revanche, la médiation sociale offerte par les enseignants semble contribuer à remédier aux inégalités de médiation parentale. Nous en concluons que le rôle que joue l'école envers les inégalités numériques est mitigé.","page_numbers":"59-76","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Formation et profession"},"translated_abstract":"L objectif de cette étude est de mieux comprendre le rôle que joue l'école envers les inégalités numériques des jeunes d'âge scolaire. Nous avons procédé à des analyses statistiques secondaires d'une base de données ayant fait intervenir 5436 jeunes d'âge scolaire de la 4em à la 11em année en provenance des 10 provinces et des trois territoires canadiens. Les résultats indiquent que les inégalités d'accès et d'usage des technologies à l' école sont relativement insignifiantes, mais s'inscrivent dans le prolongement des inégalités numériques extrascolaires. En revanche, la médiation sociale offerte par les enseignants semble contribuer à remédier aux inégalités de médiation parentale. 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Because they come from different countries where they have developed variable uses of technology according to country-specific cultural, political, economic, and other factors, international students may have to adapt the way they use technologies in response to new academic and relational customs and demands at their host university. Based on the idea that their technology use after migration is necessarily influenced by the uses they had developed before migration, this article’s objective is to draw a portrait of technology use by international students before and after migration, and in comparison to local students. A sample of 1,325 international students and 251 local students attending two Canadian universities responded to questionnaires, and the responses were analyzed statistically. The results indicate that, overall, international students increase their use of technologies after migration. Some changes observed are associated with student life in general and university studies in particular—they are thus valid for all students, whether or not they are international, while others appear to be attributable to migration and differentiate international students from their local peers. This study contributes to the advancement of knowledge in that it constitutes a first step toward a more nuanced understanding of the role that technology plays in the university integration of international students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6c0687dd86c72c6350638da35130851" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60643797,"asset_id":40392500,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60643797/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40392500"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40392500"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40392500; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40392500]").text(description); $(".js-view-count[data-work-id=40392500]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40392500; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40392500']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6c0687dd86c72c6350638da35130851" } } $('.js-work-strip[data-work-id=40392500]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40392500,"title":"Between continuity and change : A comparison of technology use by pre- and post-migration international students and local students","translated_title":"","metadata":{"doi":"10.18162/ritpu-2019-v16n1-01","volume":"16","abstract":"Despite the growing number of studies on migrants’ use of technology, few have focused on the case of international students. 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Some changes observed are associated with student life in general and university studies in particular—they are thus valid for all students, whether or not they are international, while others appear to be attributable to migration and differentiate international students from their local peers. This study contributes to the advancement of knowledge in that it constitutes a first step toward a more nuanced understanding of the role that technology plays in the university integration of international students.","ai_title_tag":"Tech Use in Migrant vs Local Students' Studies","page_numbers":"1-14","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"International Journal of Technologies in Higher Education"},"translated_abstract":"Despite the growing number of studies on migrants’ use of technology, few have focused on the case of international students. 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This study contributes to the advancement of knowledge in that it constitutes a first step toward a more nuanced understanding of the role that technology plays in the university integration of international students.","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":60643797,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60643797/thumbnails/1.jpg","file_name":"2019_Collin__S._et_Karsenti__T._International_Journal_of_Technologies_in_Higher_Education20190919-54166-1mbz2o0.pdf","download_url":"https://www.academia.edu/attachments/60643797/download_file","bulk_download_file_name":"Between_continuity_and_change_A_comparis.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60643797/2019_Collin__S._et_Karsenti__T._International_Journal_of_Technologies_in_Higher_Education20190919-54166-1mbz2o0-libre.pdf?1568902899=\u0026response-content-disposition=attachment%3B+filename%3DBetween_continuity_and_change_A_comparis.pdf\u0026Expires=1743407691\u0026Signature=cb1niHuYhU2qpoDkMGAkkTW8y7Lkcp3~h6IXz-QfBtjQlPmRxFiMHMGdjbyzdmzR1PL8hIJmsGUeL1KDSSBWB8eccjz5C4Cm102ifyAov68xsGbL-6lOmRqRXz9vj5P02y7kQNU2tYxWEIpsbVtAhEmYA9RYZ3ORgR3cDOhWX8Kp50uPCkI2Uafix5vTqPk3SHEJRaCRHXTUjT1IGbn4K9pochEwrob~ltYZvpn9ADpzTGOc9YyHBd~iH~uxCOfvdWi2q6eAE-amktdsOMmkjbB7waMa-hIbX01CfpLQdvpnwL2BwFr2Fl21CQ~mJWbZXhnHNKS7my~7dEA0qZfk4g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4850,"name":"Migration","url":"https://www.academia.edu/Documents/in/Migration"},{"id":13889,"name":"International Students","url":"https://www.academia.edu/Documents/in/International_Students"},{"id":82174,"name":"University","url":"https://www.academia.edu/Documents/in/University"},{"id":420684,"name":"Technology Use","url":"https://www.academia.edu/Documents/in/Technology_Use"},{"id":879331,"name":"Access to Technology","url":"https://www.academia.edu/Documents/in/Access_to_Technology"}],"urls":[{"id":8853532,"url":"http://www.ritpu.ca/en/articles/view/348"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40392500-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40040712"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40040712/Capturing_digital_in_equity_in_teaching_and_learning_a_sociocritical_approach"><img alt="Research paper thumbnail of Capturing digital (in)equity in teaching and learning : a sociocritical approach" class="work-thumbnail" src="https://attachments.academia-assets.com/60238852/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40040712/Capturing_digital_in_equity_in_teaching_and_learning_a_sociocritical_approach">Capturing digital (in)equity in teaching and learning : a sociocritical approach</a></div><div class="wp-workCard_item"><span>The International Journal of Information and Learning Technology</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose : The purpose of this paper is to present a sociocritical approach and describe how it i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose  : The purpose of this paper is to present a sociocritical approach and describe how it is relevant to the study of digital equity in education.<br /><br />Design - methodology/approach : The method is based on a synthesis of the literature regarding critical approaches to digital technology in education.<br /><br />Findings : A sociocritical approach is an attempt to formulate a sociological perspective combined with a critical dimension. It provides a relevant theoretical basis for addressing digital (in)equity issues. <br /><br />Originality/value : Little use has been made of critical theories in the study of digital technology in education. That may seem surprising insofar as the study of digital technology in education is related to other fields having a well-established critical tradition. The authors build on their work and tailor it to the case of digital technology in education.<br /><br />[Open access : <a href="https://archipel.uqam.ca/12365/" rel="nofollow">https://archipel.uqam.ca/12365/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5fab0136fd5e2f67169e75e9f6b5affd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60238852,"asset_id":40040712,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60238852/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40040712"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40040712"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40040712; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40040712]").text(description); $(".js-view-count[data-work-id=40040712]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40040712; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40040712']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5fab0136fd5e2f67169e75e9f6b5affd" } } $('.js-work-strip[data-work-id=40040712]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40040712,"title":"Capturing digital (in)equity in teaching and learning : a sociocritical approach","translated_title":"","metadata":{"doi":"10.1108/IJILT-05-2018-0059","issue":"2","volume":"36","abstract":"Purpose : The purpose of this paper is to present a sociocritical approach and describe how it is relevant to the study of digital equity in education.\n\nDesign - methodology/approach : The method is based on a synthesis of the literature regarding critical approaches to digital technology in education.\n\nFindings : A sociocritical approach is an attempt to formulate a sociological perspective combined with a critical dimension. 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Aussi, l'objectif de cet article est de caractériser les profils d'enseignants universitaires adoptant les technologies. Un questionnaire a été rempli par 391 enseignants de deux universités du Québec. Des analyses par clusters permettent d'identifier trois profils d'enseignants universitaires intégrant les technologies relativement à trois volets de leur enseignement : préparation et gestion, pilotage, et développement professionnel. les résultats laissent penser que les disparités d'adoption ne se sont pas résorbées malgré la succession de plus en plus rapide des technologies en pédagogie universitaire.<br /><br />[En libre accès sur : <a href="https://archipel.uqam.ca/12208/" rel="nofollow">https://archipel.uqam.ca/12208/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8577b9d3e8f7425d3c7fe4ad106f1f1b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60236225,"asset_id":40038588,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60236225/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40038588"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40038588"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40038588; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40038588]").text(description); $(".js-view-count[data-work-id=40038588]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40038588; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40038588']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8577b9d3e8f7425d3c7fe4ad106f1f1b" } } $('.js-work-strip[data-work-id=40038588]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40038588,"title":"Disparités d’adoption des technologies en pédagogie universitaire : un aperçu empirique","translated_title":"","metadata":{"doi":"10.18162/ritpu-2018-v15n1-02","issue":"1","volume":"15","abstract":"Bien que les études traitant de l'intégration des technologies en pédagogie universitaire soient relativement nombreuses, peu d'entre elles se sont penchées sur les disparités d'adoption des technologies parmi les enseignants universitaires. Aussi, l'objectif de cet article est de caractériser les profils d'enseignants universitaires adoptant les technologies. Un questionnaire a été rempli par 391 enseignants de deux universités du Québec. Des analyses par clusters permettent d'identifier trois profils d'enseignants universitaires intégrant les technologies relativement à trois volets de leur enseignement : préparation et gestion, pilotage, et développement professionnel. les résultats laissent penser que les disparités d'adoption ne se sont pas résorbées malgré la succession de plus en plus rapide des technologies en pédagogie universitaire.\n\n[En libre accès sur : https://archipel.uqam.ca/12208/]","page_numbers":"9-23","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":" Revue internationale des technologies en pédagogie universitaire"},"translated_abstract":"Bien que les études traitant de l'intégration des technologies en pédagogie universitaire soient relativement nombreuses, peu d'entre elles se sont penchées sur les disparités d'adoption des technologies parmi les enseignants universitaires. 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Des analyses par clusters permettent d'identifier trois profils d'enseignants universitaires intégrant les technologies relativement à trois volets de leur enseignement : préparation et gestion, pilotage, et développement professionnel. les résultats laissent penser que les disparités d'adoption ne se sont pas résorbées malgré la succession de plus en plus rapide des technologies en pédagogie universitaire.\n\n[En libre accès sur : https://archipel.uqam.ca/12208/]","internal_url":"https://www.academia.edu/40038588/Disparit%C3%A9s_d_adoption_des_technologies_en_p%C3%A9dagogie_universitaire_un_aper%C3%A7u_empirique","translated_internal_url":"","created_at":"2019-08-08T06:37:59.458-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":18370651,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32888753,"work_id":40038588,"tagging_user_id":18370651,"tagged_user_id":122731051,"co_author_invite_id":6056161,"email":"g***n@uqat.ca","display_order":1,"name":"Glorya Pellerin","title":"Disparités d’adoption des technologies en pédagogie universitaire : un aperçu empirique"},{"id":32888754,"work_id":40038588,"tagging_user_id":18370651,"tagged_user_id":123913531,"co_author_invite_id":6884343,"email":"a***d@uqat.ca","display_order":2,"name":"André Blanchard","title":"Disparités d’adoption des technologies en pédagogie universitaire : un aperçu empirique"},{"id":32888755,"work_id":40038588,"tagging_user_id":18370651,"tagged_user_id":109260219,"co_author_invite_id":null,"email":"c***t@uqam.ca","display_order":3,"name":"Benoit Cordelier","title":"Disparités d’adoption des technologies en pédagogie universitaire : un aperçu empirique"},{"id":32888756,"work_id":40038588,"tagging_user_id":18370651,"tagged_user_id":null,"co_author_invite_id":6884344,"email":"s***d@uqam.ca","display_order":4,"name":"Hamid Saffari","title":"Disparités d’adoption des technologies en pédagogie universitaire : un aperçu empirique"}],"downloadable_attachments":[{"id":60236225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60236225/thumbnails/1.jpg","file_name":"ritpu-2018-v15n1-0920190808-50521-4mi0vc.pdf","download_url":"https://www.academia.edu/attachments/60236225/download_file","bulk_download_file_name":"Disparites_d_adoption_des_technologies_e.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60236225/ritpu-2018-v15n1-0920190808-50521-4mi0vc-libre.pdf?1565272582=\u0026response-content-disposition=attachment%3B+filename%3DDisparites_d_adoption_des_technologies_e.pdf\u0026Expires=1743407691\u0026Signature=Q2sdNYJ114ZT4Q~sXAKoIpfRonTgaZLY7Rrm0qkoKlDRD1T6S2LO00gUik7HS1gmiYoUuUs94GyxDiEsRDe1Lcj4E3xEw8QE34nm-Rkde6la7ifBVl4w-sk39~1HLb1hc6AihHTEkTqRz38FNA4FRhSLb-eW8P0wXeMwmnMIy9QAV43X3Qfb1s-A4M-UC7vpL5M9ubQWHIB2JpnLvnO3rKFGGQSofeHlWta-Y2vwj~oLhxxz2xGIypESnDQ34d4mOYOmBq-Xqp8oXeDAdwAofE7qW0oGxjF7z4m55dbmHHwrRogQZc7eeK-3C0D48pMrcazygST0p9RTYwGAwetZHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Disparités_d_adoption_des_technologies_en_pédagogie_universitaire_un_aperçu_empirique","translated_slug":"","page_count":15,"language":"fr","content_type":"Work","summary":"Bien que les études traitant de l'intégration des technologies en pédagogie universitaire soient relativement nombreuses, peu d'entre elles se sont penchées sur les disparités d'adoption des technologies parmi les enseignants universitaires. Aussi, l'objectif de cet article est de caractériser les profils d'enseignants universitaires adoptant les technologies. Un questionnaire a été rempli par 391 enseignants de deux universités du Québec. Des analyses par clusters permettent d'identifier trois profils d'enseignants universitaires intégrant les technologies relativement à trois volets de leur enseignement : préparation et gestion, pilotage, et développement professionnel. les résultats laissent penser que les disparités d'adoption ne se sont pas résorbées malgré la succession de plus en plus rapide des technologies en pédagogie universitaire.\n\n[En libre accès sur : https://archipel.uqam.ca/12208/]","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":60236225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60236225/thumbnails/1.jpg","file_name":"ritpu-2018-v15n1-0920190808-50521-4mi0vc.pdf","download_url":"https://www.academia.edu/attachments/60236225/download_file","bulk_download_file_name":"Disparites_d_adoption_des_technologies_e.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60236225/ritpu-2018-v15n1-0920190808-50521-4mi0vc-libre.pdf?1565272582=\u0026response-content-disposition=attachment%3B+filename%3DDisparites_d_adoption_des_technologies_e.pdf\u0026Expires=1743407691\u0026Signature=Q2sdNYJ114ZT4Q~sXAKoIpfRonTgaZLY7Rrm0qkoKlDRD1T6S2LO00gUik7HS1gmiYoUuUs94GyxDiEsRDe1Lcj4E3xEw8QE34nm-Rkde6la7ifBVl4w-sk39~1HLb1hc6AihHTEkTqRz38FNA4FRhSLb-eW8P0wXeMwmnMIy9QAV43X3Qfb1s-A4M-UC7vpL5M9ubQWHIB2JpnLvnO3rKFGGQSofeHlWta-Y2vwj~oLhxxz2xGIypESnDQ34d4mOYOmBq-Xqp8oXeDAdwAofE7qW0oGxjF7z4m55dbmHHwrRogQZc7eeK-3C0D48pMrcazygST0p9RTYwGAwetZHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":118583,"name":"Technology Adoption","url":"https://www.academia.edu/Documents/in/Technology_Adoption"},{"id":383133,"name":"Pédagogie universitaire","url":"https://www.academia.edu/Documents/in/Pedagogie_universitaire"},{"id":2103964,"name":"University teachers","url":"https://www.academia.edu/Documents/in/University_teachers"}],"urls":[{"id":8827357,"url":"http://www.ritpu.ca:81/img/pdf/ritpu-2018-v15n1-09.pdf"},{"id":8827496,"url":"https://archipel.uqam.ca/12208/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40038588-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40512749"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40512749/Politiques_publiques_dint%C3%A9gration_du_num%C3%A9rique_en_%C3%A9ducation_France_Qu%C3%A9bec_regards_crois%C3%A9s"><img alt="Research paper thumbnail of Politiques publiques d'intégration du numérique en éducation : France-Québec, regards croisés" class="work-thumbnail" src="https://attachments.academia-assets.com/60785459/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40512749/Politiques_publiques_dint%C3%A9gration_du_num%C3%A9rique_en_%C3%A9ducation_France_Qu%C3%A9bec_regards_crois%C3%A9s">Politiques publiques d'intégration du numérique en éducation : France-Québec, regards croisés</a></div><div class="wp-workCard_item"><span>Revue de recherche internationale et comparative en éducation</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A partir d’un corpus de textes officiels émanant de deux ministères de l’Éducation issus de conte...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A partir d’un corpus de textes officiels émanant de deux ministères de l’Éducation issus de contextes socioculturels et géographiques distincts, la France et le Québec, nous proposons d’interroger les visions de la littératie numérique que ces textes véhiculent. Les déclarations et prescriptions compris dans ces textes sous-tendent des visions spécifiques du numérique, de l’apprenant et des intentions et besoins de formation de ces derniers, ce que cette analyse croisée permet de mettre en évidence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6ff59ee2031372b242322ce77ce8e834" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60785459,"asset_id":40512749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60785459/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40512749"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40512749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40512749; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40512749]").text(description); $(".js-view-count[data-work-id=40512749]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40512749; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40512749']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6ff59ee2031372b242322ce77ce8e834" } } $('.js-work-strip[data-work-id=40512749]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40512749,"title":"Politiques publiques d'intégration du numérique en éducation : France-Québec, regards croisés","translated_title":"","metadata":{"volume":"19","abstract":"A partir d’un corpus de textes officiels émanant de deux ministères de l’Éducation issus de contextes socioculturels et géographiques distincts, la France et le Québec, nous proposons d’interroger les visions de la littératie numérique que ces textes véhiculent. Les déclarations et prescriptions compris dans ces textes sous-tendent des visions spécifiques du numérique, de l’apprenant et des intentions et besoins de formation de ces derniers, ce que cette analyse croisée permet de mettre en évidence.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Revue de recherche internationale et comparative en éducation"},"translated_abstract":"A partir d’un corpus de textes officiels émanant de deux ministères de l’Éducation issus de contextes socioculturels et géographiques distincts, la France et le Québec, nous proposons d’interroger les visions de la littératie numérique que ces textes véhiculent. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40512749-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40039133"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40039133/Inclusion_d_%C3%A9tudiants_%C3%A0_distance_dans_un_cours_universitaire_en_pr%C3%A9sentiel_Perceptions_et_adaptations_des_enseignants_et_des_%C3%A9tudiants_dans_un_dispositif_de_bimodalit%C3%A9_simultan%C3%A9e"><img alt="Research paper thumbnail of Inclusion d’étudiants à distance dans un cours universitaire en présentiel : Perceptions et adaptations des enseignants et des étudiants dans un dispositif de bimodalité simultanée" class="work-thumbnail" src="https://attachments.academia-assets.com/60236830/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40039133/Inclusion_d_%C3%A9tudiants_%C3%A0_distance_dans_un_cours_universitaire_en_pr%C3%A9sentiel_Perceptions_et_adaptations_des_enseignants_et_des_%C3%A9tudiants_dans_un_dispositif_de_bimodalit%C3%A9_simultan%C3%A9e">Inclusion d’étudiants à distance dans un cours universitaire en présentiel : Perceptions et adaptations des enseignants et des étudiants dans un dispositif de bimodalité simultanée</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/SimonCollin">Simon Collin</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/OlivierCalonne">Olivier Calonne</a></span></div><div class="wp-workCard_item"><span>Distances et médiations des savoirs</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cet article présente l’étude exploratoire d’une modalité spécifique d’articulation « présence-dis...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cet article présente l’étude exploratoire d’une modalité spécifique d’articulation « présence-distance » peu étudiée que nous appelons bimodalité simultanée : pendant qu’une partie des étudiants est en présentiel, l’autre partie des étudiants suit le même cours en direct et à distance par visioconférence, ce qui requiert une gestion double pour l’enseignant. L’objectif de l’article est de mieux comprendre comment favoriser l’inclusion des étudiants à distance dans un cours en bimodalité simultané. Cinq cours de 2e cycle en éducation dans deux universités québécoises sont étudiés au moyen d’enregistrements vidéo, d’entrevues individuelles et de groupe et d’un questionnaire auprès des enseignants, des étudiants en présentiel et à distance. Un net déséquilibre apparaît entre étudiants en présentiel et à distance relativement au nombre et à la nature de leurs interactions, ce qui a pour effet chez tous les enseignants d’apporter des adaptations pédagogiques, bien que deux profils émergent parmi eux quant à l’amplitude des adaptations et à la qualité perçue des enseignements et des apprentissages.<br /><br />[En libre accès sur : <a href="https://archipel.uqam.ca/10833/" rel="nofollow">https://archipel.uqam.ca/10833/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="77d062286922047ddf67fdb6706ac4f1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60236830,"asset_id":40039133,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60236830/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40039133"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40039133"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40039133; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40039133]").text(description); $(".js-view-count[data-work-id=40039133]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40039133; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40039133']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "77d062286922047ddf67fdb6706ac4f1" } } $('.js-work-strip[data-work-id=40039133]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40039133,"title":"Inclusion d’étudiants à distance dans un cours universitaire en présentiel : Perceptions et adaptations des enseignants et des étudiants dans un dispositif de bimodalité simultanée","translated_title":"","metadata":{"doi":"10.4000/dms.1577","abstract":"Cet article présente l’étude exploratoire d’une modalité spécifique d’articulation « présence-distance » peu étudiée que nous appelons bimodalité simultanée : pendant qu’une partie des étudiants est en présentiel, l’autre partie des étudiants suit le même cours en direct et à distance par visioconférence, ce qui requiert une gestion double pour l’enseignant. 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Digital Inequalities in Elementary and High School Students According to Age and Socioeconomic Level" class="work-thumbnail" src="https://attachments.academia-assets.com/60236423/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40038773/A_Connected_Generation_Digital_Inequalities_in_Elementary_and_High_School_Students_According_to_Age_and_Socioeconomic_Level">A Connected Generation ? Digital Inequalities in Elementary and High School Students According to Age and Socioeconomic Level</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/SimonCollin">Simon Collin</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/HamidSaffari">Hamid Saffari</a></span></div><div class="wp-workCard_item"><span>Canadian Journal of Learning and Technology</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The objective of this article was to better understand the relationship between students' age and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The objective of this article was to better understand the relationship between students' age and socioeconomic level, and its influence on students' digital uses. We conducted a quantitative study of 401 elementary and high school students in Quebec. Four independent variables were initially selected: two related to age (actual age and education level) and two others related to the socioeconomic environment (school poverty index and parents' employment status). The dependent variable that represented students' digital uses was the number of different technologies they used weekly. We conducted correlation tests followed by a linear regression analysis. Socioeconomic level appears to have a stronger influence on students' digital uses compared to age, and explanations for this are proposed.<br /><br />[Open access : <a href="https://archipel.uqam.ca/12206/" rel="nofollow">https://archipel.uqam.ca/12206/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5e9eb7a3cf8239462267f119cf2e74c8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60236423,"asset_id":40038773,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60236423/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40038773"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40038773"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40038773; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40038773]").text(description); $(".js-view-count[data-work-id=40038773]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40038773; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40038773']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5e9eb7a3cf8239462267f119cf2e74c8" } } $('.js-work-strip[data-work-id=40038773]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40038773,"title":"A Connected Generation ? 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Telle que nous la concevons, cette approche consiste à étudier les relations entre le profil et le contexte socioculturel des élèves et leur disposition à s'éduquer et se former avec le numérique. Elle se situe au croisement, d’une part, de la sociologie des usages, qui a peu développé les dimensions éducatives du numérique, et d’autre part, des sciences de l’éducation, qui ont faiblement mis en lien les usages numériques proposés aux élèves en salle de classe avec ceux développés en contexte extrascolaire. Elle s’inscrit dans la thématique des usages numériques éducatifs, telle que circonscrite par (Baron, 2014), et se veut complémentaire aux approches didactique et psychopédagogique majoritairement utilisées. Nous commençons par expliciter les fondements de cette approche. Nous présentons ensuite un aperçu de trois de ses thématiques saillantes, avant d’aborder ses implications méthodologiques et sa complémentarité avec les approches didactique et psychopédagogique, ainsi que les principaux défis qu'elle doit relever.<br /><br />[Publication en libre accès : <a href="https://archipel.uqam.ca/10664/" rel="nofollow">https://archipel.uqam.ca/10664/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0c8cdb16d9c00f6857e5bb66a0a22bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60299996,"asset_id":40091423,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60299996/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40091423"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40091423"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40091423; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40091423]").text(description); $(".js-view-count[data-work-id=40091423]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40091423; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40091423']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f0c8cdb16d9c00f6857e5bb66a0a22bd" } } $('.js-work-strip[data-work-id=40091423]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40091423,"title":"Une approche sociocritique des usages numériques en éducation","translated_title":"","metadata":{"volume":"22","abstract":"Cet article a pour objectif de contribuer à formaliser une approche sociocritique du numérique en éducation. 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Telle que nous la concevons, cette approche consiste à étudier les relations entre le profil et le contexte socioculturel des élèves et leur disposition à s'éduquer et se former avec le numérique. Elle se situe au croisement, d’une part, de la sociologie des usages, qui a peu développé les dimensions éducatives du numérique, et d’autre part, des sciences de l’éducation, qui ont faiblement mis en lien les usages numériques proposés aux élèves en salle de classe avec ceux développés en contexte extrascolaire. Elle s’inscrit dans la thématique des usages numériques éducatifs, telle que circonscrite par (Baron, 2014), et se veut complémentaire aux approches didactique et psychopédagogique majoritairement utilisées. Nous commençons par expliciter les fondements de cette approche. 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En revanche, peu d’études se sont penchées sur le cas particulier des travailleurs migrants temporaires, qui vivent annuellement des phases de non-migration et des phases de migration. Aussi, l’objectif de cette étude est de mieux comprendre l’accès et les usages des TIC par cette catégorie de migrants au Québec. Les résultats obtenus au moyen d’une enquête auprès de 24 travailleurs agricoles mexicains et guatémaltèques indiquent que le fait de migrer correspond à une réduction de la diversité des usages des TIC pour une majorité des participants. Toutefois, une minorité d’entre eux semblent utiliser au Québec une ou des TIC (le téléphone cellulaire principalement) qu’ils n’utilisaient pas dans leur société d’origine. En outre, l’éducation et la nationalité ressortent comme deux variables associées aux variations d’usage des TIC au sein de cet échantillon. Des pistes d’explication de ces résultats sont explorées en référence à la littérature scientifique du domaine des TIC et de la migration.<br /><br />[Publication en libre accès : <a href="https://archipel.uqam.ca/10835/" rel="nofollow">https://archipel.uqam.ca/10835/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2a10781a423a0b2decd467cc13c19209" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60299664,"asset_id":40091168,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60299664/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40091168"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40091168"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40091168; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40091168]").text(description); $(".js-view-count[data-work-id=40091168]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40091168; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40091168']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2a10781a423a0b2decd467cc13c19209" } } $('.js-work-strip[data-work-id=40091168]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40091168,"title":"Les travailleurs migrants temporaires au Québec : des migrants connectés ?","translated_title":"","metadata":{"doi":"10.4000/ticetsociete.1950","issue":"1-2","volume":"9","abstract":"Les études sur les usages des technologies de l’information et de la communication (TIC) par les migrants ont fait l’objet d’un intérêt scientifique croissant ces dernières années. 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Migrants’ use of technologies has received increasing attention from researchers. Moreover, because the current research on technology use by migrants comprises a variety of research objects, it is difficult to gain an overall understanding of the field. Based on a literature review, this article proposes an overview of the field of technologies and migration as a “mapping” of the main research objects examined in this field.<br /><br />[Open access :  <a href="https://archipel.uqam.ca/12204/" rel="nofollow">https://archipel.uqam.ca/12204/</a>]</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-40091563-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-40091563-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/35135522/figure-1-descriptive-framework-of-research-objects-in-the"><img alt="Figure 1: Descriptive framework of research objects in the field of migration and technologies As shown in Figure 1, our literature review culminated in the development of a descriptive ramework organized around two main themes according to a previously established distinction in he literature between technology use as a means of migration and as an object of migration (Collin 1012). The first theme represents the research objects related to technology use as a migration neans. The research objects belonging to this theme include migrants’ use of technologies to acilitate their migration, including the pre- and post-migration phases: technology use to prepare or migration in the pre-migration phase; and to maintain links with people back home and integrate nto the host society in the post-migration phase. These two sub-themes are distinguished in Figure | in order to better delineate them, although they are considered cumulative and reciprocal Codagnone et al. 2011; Proulx 2008). The second theme represents the research objects related to echnology use by migrants as an object of migration. The research objects classified into this econd theme include the ways that migrants appropriate technologies and their varying degrees yf technological mastery. Here, two particular sub-themes emerge from the literature review: the -volution of technology use during the migration process, and the variations of migrants’ use of echnologies to connect with each other and with the host society. Although less explored than echnology as a migration means (Theme 1), the relevance of technology as a migration object Theme 2) lies in the fact that the relationships that migrants have with technologies necessarily nfluence their ability to use them for other purposes. In other words, a migrant would be more or ess apt to use technologies to prepare for the migration, keep in touch with people back home, and ntegrate into the host society depending on the degree of appropriation and mastery of these echnologies, or tech skills. Thus, technology as a migration means cannot be fully understood inless technology as a migration object is also taken into account. These two themes are therefore wo sides of the same coin, and they make a complementary contribution to the field of migration ind technologies. 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Dans ce contexte, l’objectif du présent article est d’analyser, dans une perspective critique, les discours d’articles journalistiques généralistes en ligne sur les MOOC. Une analyse de contenu nous a permis de caractériser les discours journalistiques et d’évaluer la part de déterminisme technologique dont ils ont fait l’objet dans leur traitement médiatique. Nous en tirons finalement quelques conclusions sur la manière dont sont appréhendées socialement les innovations numériques en éducation.<br /><br />[Publication en libre accès : <a href="https://archipel.uqam.ca/10836/" rel="nofollow">https://archipel.uqam.ca/10836/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b4ad02291db2afe30c3f1ab96fbd4307" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60237333,"asset_id":40039558,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60237333/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40039558"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40039558"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40039558; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40039558]").text(description); $(".js-view-count[data-work-id=40039558]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40039558; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40039558']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b4ad02291db2afe30c3f1ab96fbd4307" } } $('.js-work-strip[data-work-id=40039558]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40039558,"title":"Le MOOC et le « hype » : analyse critique des discours médiatiques sur les MOOC","translated_title":"","metadata":{"abstract":"En un court laps de temps, les MOOC ont suscité de vives attentes suivies de grandes désillusions dans les discours médiatiques, ce qui apparaît typique du déterminisme technologique avec lequel est souvent abordé le domaine du numérique en éducation. 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Dans ce contexte, l’objectif du présent article est d’analyser, dans une perspective critique, les discours d’articles journalistiques généralistes en ligne sur les MOOC. Une analyse de contenu nous a permis de caractériser les discours journalistiques et d’évaluer la part de déterminisme technologique dont ils ont fait l’objet dans leur traitement médiatique. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40039558-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40091318"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40091318/Les_usages_num%C3%A9riques_%C3%A9ducatifs_des_%C3%A9l%C3%A8ves_allophones_issus_de_l_immigration_r%C3%A9cente_une_%C3%A9tude_exploratoire"><img alt="Research paper thumbnail of Les usages numériques éducatifs des élèves allophones issus de l’immigration récente : une étude exploratoire" class="work-thumbnail" src="https://attachments.academia-assets.com/60299842/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40091318/Les_usages_num%C3%A9riques_%C3%A9ducatifs_des_%C3%A9l%C3%A8ves_allophones_issus_de_l_immigration_r%C3%A9cente_une_%C3%A9tude_exploratoire">Les usages numériques éducatifs des élèves allophones issus de l’immigration récente : une étude exploratoire</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/SimonCollin">Simon Collin</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/HamidSaffari">Hamid Saffari</a></span></div><div class="wp-workCard_item"><span>Canadian Journal of Learning & Technology / La revue canadienne de l’apprentissage et de la technologie</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L’objectif de cet article est de dresser un portrait des usages numériques éducatifs des élèves a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L’objectif de cet article est de dresser un portrait des usages numériques éducatifs des élèves allophones issus de l’immigration récente, notamment en lien avec leurs usages numériques non éducatifs et leur compétence numérique, en vue de soutenir leur intégration linguistique et scolaire. Deux cent trente-six élèves de classes d’accueil de l’île de Montréal ont participé à une expérimentation enregistrée sur ordinateur. Les résultats indiquent que les usages numériques éducatifs sont peu intégrés aux usages non éducatifs que développent les élèves en contexte extrascolaire, ce qui ne semble pas démarquer les élèves allophones issus de l’immigration récente des élèves non-immigrants.<br /><br />[Publication  en libre accès : <a href="https://archipel.uqam.ca/10665/" rel="nofollow">https://archipel.uqam.ca/10665/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="37badc6e03438dbb27e958ba88069057" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60299842,"asset_id":40091318,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60299842/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40091318"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40091318"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40091318; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40091318]").text(description); $(".js-view-count[data-work-id=40091318]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40091318; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40091318']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "37badc6e03438dbb27e958ba88069057" } } $('.js-work-strip[data-work-id=40091318]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40091318,"title":"Les usages numériques éducatifs des élèves allophones issus de l’immigration récente : une étude exploratoire","translated_title":"","metadata":{"issue":"1","volume":"41","abstract":"L’objectif de cet article est de dresser un portrait des usages numériques éducatifs des élèves allophones issus de l’immigration récente, notamment en lien avec leurs usages numériques non éducatifs et leur compétence numérique, en vue de soutenir leur intégration linguistique et scolaire. 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We then provide an overview of empirical studies on the levels of ICT and information literacy competencies in Canada"s preservice teachers and offer explanations for these levels. We conclude by proposing solutions to improve the situation, notably through effective approaches to training Canada"s future teachers in ICT and information literacy competencies.<br /><br />[Open access : <a href="https://archipel.uqam.ca/12207/" rel="nofollow">https://archipel.uqam.ca/12207/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9ff5722087c506d615e9e230c9b2dd6f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60237150,"asset_id":40039389,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60237150/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40039389"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40039389"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40039389; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40039389]").text(description); $(".js-view-count[data-work-id=40039389]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40039389; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40039389']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9ff5722087c506d615e9e230c9b2dd6f" } } $('.js-work-strip[data-work-id=40039389]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40039389,"title":"Overview of the levels of ICT and information literacy skills in Canada's preservice teachers","translated_title":"","metadata":{"issue":"11","volume":"13","abstract":"To better understand the strong relationship between ICT and information literacy competencies, this short paper first describes their roles in the various education levels in Canada, including initial teacher training. 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It serves multip...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The portfolio is rapidly gaining attention in initial teacher training programs. It serves multiple uses and ends in the professional development and reflective practice of preservice teachers, and the technical advances of Web 2.0 will only increase the potential for learning opportunities. From now on, portfolio content that was formerly private territory can be generously shared. Against this background, this article provides an overview of the portfolio’s role in initial teacher training programs. The four main functions of the portfolio are addressed, followed by the advantages of the eportfolio over the paper portfolio. A working conceptual framework is then proposed for eportfolio use to support professional development in the Web 2.0 age. To provide a practical application for initial teacher training, we conclude with a presentation of Eduportfolio, an eportfolio that effectively taps the potential of Web 2.0.<br /><br />[Open access : <a href="https://archipel.uqam.ca/12210/" rel="nofollow">https://archipel.uqam.ca/12210/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="41f65193d7ce71006fd434f9aa0491a3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60300396,"asset_id":40091753,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60300396/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40091753"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40091753"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40091753; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40091753]").text(description); $(".js-view-count[data-work-id=40091753]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40091753; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40091753']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "41f65193d7ce71006fd434f9aa0491a3" } } $('.js-work-strip[data-work-id=40091753]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40091753,"title":"The Eportfolio as Support for the Professional Development of Preservice Teachers : a Theoretical and Practical Overview","translated_title":"","metadata":{"issue":"5","volume":"12","abstract":"The portfolio is rapidly gaining attention in initial teacher training programs. 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Él constituye la secuencia lógica de otro publicado por el mismo equipo de autores en 2010 presentando una visión crítica de la reflexión. En primer lugar, en este texto, presentamos sumariamente nuestra visión del concepto para, luego, situar nuestras respectivas investigaciones y poner en relieve los desafíos metodológicos que debimos enfrentar para estudiar el proceso de reflexión y el proceso de desarrollo de la reflexión. La descripción de nuestros estudios y el ejercicio de diálogo reflexivo que llevamos a cabo, nos permiten señalar que la observación de la reflexión en contexto de formación inicial necesita el recurso de manifestaciones que pueden ser del orden de la acción o del lenguaje. Lo que implica realizar una distanciación temporal, una distanciación debida al canal y/o una distanciación instrumental. Concluimos argumentando que para ello es necesario que los decidores de programas de formación docente comprendan que una cosa es prescribir la formación de un profesional reflexivo y otra muy diferente el disponer de los recursos y las herramientas adecuadas para cumplir ese objetivo.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ccb1ddc8de36f7ff79f9f645ec521c6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61281535,"asset_id":41000330,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61281535/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41000330"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41000330"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000330; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000330]").text(description); $(".js-view-count[data-work-id=41000330]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000330; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41000330']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1ccb1ddc8de36f7ff79f9f645ec521c6" } } $('.js-work-strip[data-work-id=41000330]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41000330,"title":"Desafíos metodológicos para el estudio de la reflexión en contexto de formación docente","translated_title":"","metadata":{"doi":"10.4067/S0718-07052014000200005","volume":"40","abstract":"Este artículo realiza una convergencia de tres de nuestros trabajos sobre el concepto de reflexión y los enfoques metodológicos que hemos privilegiado en ellos. 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However, there are many obstacles to the development of DE, including inadequate computer equipment and lack of professional skills. Against this background, this article presents the results of a longitudinal study<br />on DE programs1 offered to students in Africa.<br />Using quantitative analyses of questionnaires and qualitative analyses of interviews, the contributions of DE to the professional development of Africans are examined in the aim of gaining a deeper understanding of the dynamics at play when students enroll in a DE program.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fb0410435fe46b7e900b3ff8e51d887a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61281638,"asset_id":41000419,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61281638/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41000419"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41000419"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000419; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000419]").text(description); $(".js-view-count[data-work-id=41000419]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000419; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41000419']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fb0410435fe46b7e900b3ff8e51d887a" } } $('.js-work-strip[data-work-id=41000419]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41000419,"title":"Distance education in Africa: A longitudinal study of the perceptions of 2,416 students","translated_title":"","metadata":{"doi":"10.7202/1035580ar","issue":"3","volume":"10","abstract":"Distance Education (DE) holds particular promise for Africa, where higher education systems must cope with multiple constraints. 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Souhaitant contribuer à cette réflexion, l’objectif de cet article vise à mieux comprendre la variation de la pratique réflexive des enseignants stagiaires suivant les contextes académique et pratique. Pour ce faire, nous présentons une recherche qualitative, dont l’analyse thématique d’entrevues nous a permis de relever des variations contextuelles de la pratique réflexive à trois plans distincts : la motivation et la finalité ; les acteurs soutenant la pratique réflexive ; enfin, les modalités d’interaction entre les acteurs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f5ba9e4e94f9779c68216db3d3130746" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61281967,"asset_id":41000791,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61281967/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41000791"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41000791"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000791; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000791]").text(description); $(".js-view-count[data-work-id=41000791]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000791; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41000791']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f5ba9e4e94f9779c68216db3d3130746" } } $('.js-work-strip[data-work-id=41000791]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41000791,"title":"Variation de la pratique réflexive entre les contextes académique et pratique en stage d’enseignement.","translated_title":"","metadata":{"doi":"10.7202/1015638ar","issue":"1","volume":"2","abstract":"Le stage d’enseignement est fréquemment considéré comme une période particulièrement propice au développement de la pratique réflexive. 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Nous commençons par relever que, malgré leur pertinence éducative et socioprofessionnelle, les technologies en éducation doivent faire face à plusieurs défis, notamment parce qu’elles ne tiennent pas compte des usages technologiques des apprenants en dehors des institutions éducatives. Sur la base de ce constat, deux objectifs sont poursuivis : le premier consiste à dresser un portrait des usages technologiques des apprenants en dehors des institutions éducatives. Le second se propose d’en déduire des implications pour orienter les usages des technologies en contexte éducatif. Pour ce faire, nous procéderons dans un premier temps à une analyse des usages technologiques des jeunes. Nous en déduirons ensuite des implications pour orienter les usages des technologies en éducation, notamment en proposant un modèle « élargi » des technologies en éducation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d727544355631d9019b73de245e1f10" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61281289,"asset_id":41000100,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61281289/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41000100"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41000100"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000100; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000100]").text(description); $(".js-view-count[data-work-id=41000100]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000100; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41000100']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8d727544355631d9019b73de245e1f10" } } $('.js-work-strip[data-work-id=41000100]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41000100,"title":"Usage des technologies en éducation: analyse des enjeux socioculturels","translated_title":"","metadata":{"doi":"10.7202/1015065ar","issue":"1","volume":"41","abstract":"Cet article propose une analyse des enjeux socioculturels qui accompagnent les usages des technologies en éducation. Nous commençons par relever que, malgré leur pertinence éducative et socioprofessionnelle, les technologies en éducation doivent faire face à plusieurs défis, notamment parce qu’elles ne tiennent pas compte des usages technologiques des apprenants en dehors des institutions éducatives. Sur la base de ce constat, deux objectifs sont poursuivis : le premier consiste à dresser un portrait des usages technologiques des apprenants en dehors des institutions éducatives. Le second se propose d’en déduire des implications pour orienter les usages des technologies en contexte éducatif. Pour ce faire, nous procéderons dans un premier temps à une analyse des usages technologiques des jeunes. 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Amireault</a></span></div><div class="wp-workCard_item"><span>Vivre le primaire</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">À neuf ans, Karima, arabophone, arrive au Québec au mois de novembre avec sa famille. Elle est in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">À neuf ans, Karima, arabophone, arrive au Québec au mois de novembre avec sa famille. Elle est inscrite en classe d'accueil afin d'apprendre le français comme langue seconde de manière intensive avant d'intégrer la classe ordinaire l'année suivante. Karima est une bonne élève : elle apprend vite et devient, au fil du temps, une des meilleures de sa classe en français. Son enseignante pense qu'elle est prête à passer en classe ordinaire l'année suivante et approche une de ses collègues pour savoir si elle accepte de l'accueillir dans sa classe. Karima a très hâte, même si le fait de ne connaitre personne dans sa future classe lui fait un peu peur. Arrive la rentrée : Karima intègre la classe ordinaire, mais réalise très vite que son niveau de français n'est pas aussi bon que celui des autres élèves. Elle ne comprend pas toujours les consignes et le contenu des activités. De plus, elle n'ose pas toujours dire à son enseignante qu'elle n'a pas compris pour lui demander de répéter. De son côté, son enseignante ne sait pas comment agir pour aider son élève [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bc5bbd0d6f4a4b047e633337fe3503b8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60714087,"asset_id":40450857,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60714087/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40450857"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40450857"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40450857; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40450857]").text(description); $(".js-view-count[data-work-id=40450857]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40450857; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40450857']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bc5bbd0d6f4a4b047e633337fe3503b8" } } $('.js-work-strip[data-work-id=40450857]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40450857,"title":"Le webdocumentaire Des racines et des ailes pour favoriser le passage de la classe d’accueil à la classe ordinaire","translated_title":"","metadata":{"issue":"3","volume":"30","abstract":"À neuf ans, Karima, arabophone, arrive au Québec au mois de novembre avec sa famille. 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Michaud</a></span></div><div class="wp-workCard_item"><span>Revue Éducation Canada</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L’enseignement demeure certainement l’un des secteurs où l’accès l’emploi est le plus restreint p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L’enseignement demeure certainement l’un des secteurs où l’accès l’emploi est le plus restreint pour les immigrants nouvellement arrivés au Canada. Les recherches ayant traité de l’insertion professionnelle des enseignants issus de l’immigration récente dans les pays occidentaux sont relativement nombreuses et offrent un portrait désolant : discrimination systémique, difficulté accrue à trouver un emploi, et isolement professionnel sont notamment rapportés. Par-dessus tout, ces enseignants vivent un décalage avec la culture scolaire canadienne, ce qui leur amène un lot de défis et d’enjeux à surmonter pour pouvoir pratiquer leur emploi [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19a8eef16d8ecbbc311d6ce66380c486" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60713945,"asset_id":40450713,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60713945/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40450713"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40450713"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40450713; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40450713]").text(description); $(".js-view-count[data-work-id=40450713]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40450713; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40450713']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "19a8eef16d8ecbbc311d6ce66380c486" } } $('.js-work-strip[data-work-id=40450713]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40450713,"title":"Les enjeux de formation initiale à l’enseignement au Québec: le point de vue de futures enseignantes issues de l’immigration récente.","translated_title":"","metadata":{"abstract":"L’enseignement demeure certainement l’un des secteurs où l’accès l’emploi est le plus restreint pour les immigrants nouvellement arrivés au Canada. 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Les technologies ég...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L’immigration est souvent discutée dans les médias et dans le monde scolaire. Les technologies également. En revanche, la relation entre les technologies et l’immigration est peu évoquée. C’est une sorte d’impensé. Pourtant, les technologies sont plus que jamais impliquées dans le processus d’immigration, autant avant que pendant et après l’arrivée des immigrants au Canada, notamment depuis le développement du Web 2.0 (début des années 2000), qui a facilité et dynamisé le partage d’information et la communication sur internet. [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e6e2e056ca63ab65fcbcb8335e40466b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60785646,"asset_id":40512921,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60785646/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40512921"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40512921"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40512921; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40512921]").text(description); $(".js-view-count[data-work-id=40512921]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40512921; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40512921']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e6e2e056ca63ab65fcbcb8335e40466b" } } $('.js-work-strip[data-work-id=40512921]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40512921,"title":"Immigrants 2.0 : Les technologies au service des familles issues de l’immigration récente.","translated_title":"","metadata":{"abstract":"L’immigration est souvent discutée dans les médias et dans le monde scolaire. 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Dans cette perspective, l’intégration du numérique en pédagogie universitaire a suscité un grand nombre d’études visant à en mesurer l’impact sur l’enseignement et l’apprentissage. Bien que moins étudiée, un autre enjeu pour que le numérique remplisse ses promesses est qu’il soit adopté de façon durable par une masse critique d’enseignants universitaires. À la lumière de ce double enjeu (enjeu d’efficacité, enjeu d’adoption), ce texte souhaite poser un regard critique sur les possibilités du numérique en pédagogie universitaire et les conditions nécessaires à leur actualisation [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="eb89f870a97e036355989df4fc191165" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60714192,"asset_id":40450942,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60714192/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40450942"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40450942"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40450942; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40450942]").text(description); $(".js-view-count[data-work-id=40450942]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40450942; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40450942']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "eb89f870a97e036355989df4fc191165" } } $('.js-work-strip[data-work-id=40450942]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40450942,"title":"Le numérique en pédagogie universitaire : du constat d’efficacité à l’adoption","translated_title":"","metadata":{"issue":"2","volume":"6","abstract":"Le numérique est majoritairement perçu comme un moteur de changement des pratiques d’enseignement. 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Dans cette perspective, l’intégration du numérique en pédagogie universitaire a suscité un grand nombre d’études visant à en mesurer l’impact sur l’enseignement et l’apprentissage. Bien que moins étudiée, un autre enjeu pour que le numérique remplisse ses promesses est qu’il soit adopté de façon durable par une masse critique d’enseignants universitaires. 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Trop ? Pas assez ? Pour ? Contre ? La question d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Les technologies à l’école : progrès ou dérive ? Trop ? Pas assez ? Pour ? Contre ? La question de la présence ou non des technologies à l’école n’est pas simple, surtout lorsque l’on constate que l’appétence des élèves pour l’école ne cesse de s’affaiblir : désintérêt croissant et décrochage scolaire, tel est le constat de plusieurs recherches publiées ces dernières années. Les technologies à la l’école, c’est une question qui fâche et qui divise tant les acteurs de l’enseignement (enseignants,<br />conseillers pédagogiques, directions d’établissement) que les parents. En fait, ces dernières années, peu d’aspects de l’éducation semblent avoir suscité autant de débat en éducation que la question des technologies à l’école [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c4b22290a5df85870183d5fb1ca4f40d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60714393,"asset_id":40451147,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60714393/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40451147"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40451147"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40451147; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40451147]").text(description); $(".js-view-count[data-work-id=40451147]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40451147; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40451147']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c4b22290a5df85870183d5fb1ca4f40d" } } $('.js-work-strip[data-work-id=40451147]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40451147,"title":"Pour un enseignement obligatoire de la littératie numérique à l’école primaire et secondaire","translated_title":"","metadata":{"doi":"10.18162/fp.2016.a98","issue":"2","volume":"24","abstract":"Les technologies à l’école : progrès ou dérive ? 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Plusieurs termes ont été inventés pour caractériser les générations actuelles d’élèves (nées à partir des années 1980 environ) évoluant dans une époque de massification du numérique et qui auraient donc développé une grande familiarité à leur égard. Leurs usages fréquents du numérique auraient un effet sur leur manière d’apprendre (voir Redecker et ses collègues, 2009), que l’école gagnerait à prendre<br />en compte si elle veut rester en phase avec eux. [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1a3cb83bc08f68e4b7631b16c417ae22" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60785169,"asset_id":40512513,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60785169/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40512513"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40512513"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40512513; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40512513]").text(description); $(".js-view-count[data-work-id=40512513]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40512513; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40512513']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1a3cb83bc08f68e4b7631b16c417ae22" } } $('.js-work-strip[data-work-id=40512513]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40512513,"title":"Les nouvelles générations d'élèves: natifs ou naïfs du numérique?","translated_title":"","metadata":{"issue":"1","volume":"29","abstract":"Natifs du numérique » (Prensky, 2001), « Net generation » (Tapscott, 1998), « New millennium learners » (Oblinger et collab., 2005)... 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wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40451309/Vers_une_approche_sociocritique_du_num%C3%A9rique_en_%C3%A9ducation_une_structuration_%C3%A0_loeuvre">Vers une approche sociocritique du numérique en éducation : une structuration à l'oeuvre</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/SimonCollin">Simon Collin</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://universite-lyon2.academia.edu/NicolasGuichon">Nicolas Guichon</a></span></div><div class="wp-workCard_item"><span>Adjectif.net</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cette contribution présente la démarche d'un réseau de chercheures et chercheurs francophones au ...</span><a class="js-work-more-abstract" 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href="https://www.academia.edu/40041021/Int%C3%A9gration_des_TIC_dans_les_activit%C3%A9s_p%C3%A9dagogiques_des_enseignants_de_SVT_dans_l_enseignement_secondaire_g%C3%A9n%C3%A9ral_public_au_B%C3%A9nin_bilan_et_d%C3%A9fis_%C3%A0_relever"><img alt="Research paper thumbnail of Intégration des TIC dans les activités pédagogiques des enseignants de SVT dans l’enseignement secondaire général public au Bénin : bilan et défis à relever" class="work-thumbnail" src="https://attachments.academia-assets.com/60239233/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40041021/Int%C3%A9gration_des_TIC_dans_les_activit%C3%A9s_p%C3%A9dagogiques_des_enseignants_de_SVT_dans_l_enseignement_secondaire_g%C3%A9n%C3%A9ral_public_au_B%C3%A9nin_bilan_et_d%C3%A9fis_%C3%A0_relever">Intégration des TIC dans les activités pédagogiques des enseignants de SVT dans l’enseignement secondaire général public au Bénin : bilan et défis à relever</a></div><div class="wp-workCard_item"><span>Frantice</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nous voulons donner une vue de la situation actuelle de la façon dont les TIC sont utilisées dans...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nous voulons donner une vue de la situation actuelle de la façon dont les TIC sont utilisées dans la préparation, la conception et la dispense des cours chez les enseignants des Sciences de la vie et de la terre (SVT) du secondaire général public béninois. Il s'agit donc d'une part, de faire un bilan sur la connaissance des TIC, les besoins de formation et la façon dont les enseignants font usage des TIC et, d'autre part, les défis à relever en matière d’intégration de ces outils dans leur pratique pédagogique. L’article s’articule autour de trois points : le premier fait le point sur la connaissance et les besoins en formation des enseignants en matière des TIC ; le second expose l’utilité telle que perçue par les enseignants et, l’usage effectif d’ordinateur et internet dans leur pratique pédagogique ; et le troisième met l’accent sur les défis à relever en matière d’intégration de ces technologies dans leur pratique pédagogique puis quelques recommandations dans une perspective d’amélioration. Les résultats de l’étude montrent que l’utilisation des TIC en général et d’Internet en particulier pour des applications pédagogiques ne semble pas encore accrocher la majorité des enseignants des SVT du secteur public béninois. Beaucoup d’enseignants ignorent encore les énormes potentialités qu’offre Internet pour améliorer la qualité de l’apprentissage.<br /><br />[Article en libre accès : <a href="https://archipel.uqam.ca/10742/" rel="nofollow">https://archipel.uqam.ca/10742/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d92e1be90183d5f1f6990bd9c55b6101" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60239233,"asset_id":40041021,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60239233/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40041021"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40041021"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40041021; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40041021]").text(description); $(".js-view-count[data-work-id=40041021]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40041021; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40041021']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d92e1be90183d5f1f6990bd9c55b6101" } } $('.js-work-strip[data-work-id=40041021]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40041021,"title":"Intégration des TIC dans les activités pédagogiques des enseignants de SVT dans l’enseignement secondaire général public au Bénin : bilan et défis à relever","translated_title":"","metadata":{"volume":"10","abstract":"Nous voulons donner une vue de la situation actuelle de la façon dont les TIC sont utilisées dans la préparation, la conception et la dispense des cours chez les enseignants des Sciences de la vie et de la terre (SVT) du secondaire général public béninois. 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Toutefois, les récentes innovations dans le domaine des technologies de l’information et de la communication (TIC) transforment les modalités de création, de stockage, de partage, de diffusion et d’utilisation de ces savoirs. Aujourd’hui, le World Wide Web (Web) est incontestablement le plus grand foyer culturel de l’humanité. 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Paradoxalement, certains de ses traits constitutifs restent élusifs et difficiles à conceptualiser avec justesse, ce qui est notamment le cas des usages numériques éducatifs. En effet, la question de savoir comment conceptualiser les usages numériques éducatifs pourrait paraître anodine à première vue. Toutefois, tenter d’y répondre soulève des réflexions complexes qui renvoient aux fondements mêmes du domaine du numérique en éducation. À titre d’exemple, une première piste de réponse possible serait de dire que les usages numériques éducatifs sont les usages numériques qui ont lieu en salle de classe, lorsque les enseignants et les élèves utilisent le numérique [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="84958e8c42687f03b3d9cf3f2e24c570" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60785908,"asset_id":40513166,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60785908/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40513166"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40513166"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40513166; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40513166]").text(description); $(".js-view-count[data-work-id=40513166]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40513166; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40513166']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "84958e8c42687f03b3d9cf3f2e24c570" } } $('.js-work-strip[data-work-id=40513166]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40513166,"title":"Saisir les usages numériques éducatifs des élèves dans leur globalité.","translated_title":"","metadata":{"doi":"10.18162/fp.2013.a23","issue":"2","volume":"21 ","abstract":"Le domaine du numérique en éducation a généré un nombre considérable d’études et une attention constante de la part des chercheurs en éducation (Munro, 2010). 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Nous commençons par souligner l’importance, pour le domaine des technologies en éducation, de prendre en compte le contexte socioculturel, lequel explique les dispositions variables des élèves à apprendre avec les technologies lorsqu’ils sont en contexte scolaire. La prise en compte du contexte socioculturel ouvre notamment sur de « nouveaux » enjeux scientifiques, tels que celui des inégalités numériques en éducation. Après avoir situer ce concept dans son évolution historique, nous en dressons un bref portrait empirique et en tirons quelques implications pour l’étude des technologies en éducation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8aee567763f35e40b868488c20f17251" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60785820,"asset_id":40513093,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60785820/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40513093"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40513093"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40513093; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40513093]").text(description); $(".js-view-count[data-work-id=40513093]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40513093; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40513093']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8aee567763f35e40b868488c20f17251" } } $('.js-work-strip[data-work-id=40513093]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40513093,"title":"Les inégalités numériques en éducation : Une synthèse.","translated_title":"","metadata":{"abstract":"Ce texte a pour but de donner un bref portrait des inégalités numériques en éducation et de la pertinence de s’y pencher sur le plan scientifique. 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Nous commençons par souligner l’importance, pour le domaine des technologies en éducation, de prendre en compte le contexte socioculturel, lequel explique les dispositions variables des élèves à apprendre avec les technologies lorsqu’ils sont en contexte scolaire. La prise en compte du contexte socioculturel ouvre notamment sur de « nouveaux » enjeux scientifiques, tels que celui des inégalités numériques en éducation. Après avoir situer ce concept dans son évolution historique, nous en dressons un bref portrait empirique et en tirons quelques implications pour l’étude des technologies en éducation.","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":60785820,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60785820/thumbnails/1.jpg","file_name":"2013_Collin__S._Adjectif.net20191003-108904-15mat4q.pdf","download_url":"https://www.academia.edu/attachments/60785820/download_file","bulk_download_file_name":"Les_inegalites_numeriques_en_education_U.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60785820/2013_Collin__S._Adjectif.net20191003-108904-15mat4q-libre.pdf?1570118434=\u0026response-content-disposition=attachment%3B+filename%3DLes_inegalites_numeriques_en_education_U.pdf\u0026Expires=1743407693\u0026Signature=VXxFduYXGUoSco0pHn2RAyTJ7vcAojvV1UeuWW-DcgXCGgTVWoHKW8Sd381Snk8pCAYrgmVB4uWAWryrPRL8b7UkuF1X6ImwmyBaVx4wFrBWBQkL6BszayztA-0EkKs0u99MSVeGFND1sIdzCv5uEgzZaiyh79mo2XopgTnthXWXHu-UkS6WqzwZPZcK-u7Rs9TlbxmQ99jnoL3LAoUMP2eCsRD-BIqosLWZXKN3N2ukJcwQE7t8BWOLmb4Ggmyztfcm4aiBXlPhdf1Y-iwotZhvtYzicRRTFry58rl3Upgzwit1Bdsn9eO4poUJSgcvPEGj-0MVd2kv1FdUOyA8cQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3343081,"name":"Inégalités numériques","url":"https://www.academia.edu/Documents/in/In%C3%A9galit%C3%A9s_num%C3%A9riques"}],"urls":[{"id":8863308,"url":"http://www.adjectif.net/spip/spip.php?article254"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-40513093-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="40653326"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40653326/The_Hole_in_the_Wall_project_revisited"><img alt="Research paper thumbnail of The Hole in the Wall project revisited" class="work-thumbnail" src="https://attachments.academia-assets.com/60935998/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40653326/The_Hole_in_the_Wall_project_revisited">The Hole in the Wall project revisited</a></div><div class="wp-workCard_item"><span>Bulletin d'information du PANAF Édu</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The most recent addition to the PanAf network is a team of researchers from the School of Educati...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The most recent addition to the PanAf network is a team of researchers from the School of Education, University of Zambia (UNZA). Led by Mr. Benson NDLOVU, a lecturer at the Department of Library and Information Studies, the Zambian PanAf team has joined the initial network of five study schools to share indicators on the Observatory at <a href="http://www.observatoiretic.org" rel="nofollow">www.observatoiretic.org</a>.<br />One of the institutions being followed is the Vera Chiluba Basic School, a public school from grades one to nine that serves highdensity compounds in the capital city. As a demonstration of the richness brought to the PanAf data set through the use of mixed quantitative and qualitative methodologies, it is worth taking a closer look at indicators of ICT access and use in the school.<br />By any measure, this a vastly under-resourced institution. Two shifts<br />(morning and afternoon) of approximately 1500 learners each are taught by a staff of fewer than 60 educators. And for all these learners, only two computer terminals are available (three more are available to educators and administrators).</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-40653326-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-40653326-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37348169/figure-1-the-most-recent-addition-to-the-panaf-network-is"><img alt="The most recent addition to the PanAf network is a team of re- searchers from the School of Education, University of Zambia (UNZA). Led by Mr. Benson NDLOVU, a lecturer at the Department of Library and Information Studies, the Zambian PanAf team has joined the initial network of five study schools to share indicators on the Observatory at www.observatoiretic.org. 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Led by Mr. Benson NDLOVU, a lecturer at the Department of Library and Information Studies, the Zambian PanAf team has joined the initial network of five study schools to share indicators on the Observatory at www.observatoiretic.org.\nOne of the institutions being followed is the Vera Chiluba Basic School, a public school from grades one to nine that serves highdensity compounds in the capital city. As a demonstration of the richness brought to the PanAf data set through the use of mixed quantitative and qualitative methodologies, it is worth taking a closer look at indicators of ICT access and use in the school.\nBy any measure, this a vastly under-resourced institution. Two shifts\n(morning and afternoon) of approximately 1500 learners each are taught by a staff of fewer than 60 educators. And for all these learners, only two computer terminals are available (three more are available to educators and administrators).","ai_title_tag":"Evaluating ICT Access at Vera Chiluba School","page_numbers":"31","publication_date":{"day":null,"month":null,"year":2011,"errors":{}},"publication_name":"Bulletin d'information du PANAF Édu"},"translated_abstract":"The most recent addition to the PanAf network is a team of researchers from the School of Education, University of Zambia (UNZA). Led by Mr. Benson NDLOVU, a lecturer at the Department of Library and Information Studies, the Zambian PanAf team has joined the initial network of five study schools to share indicators on the Observatory at www.observatoiretic.org.\nOne of the institutions being followed is the Vera Chiluba Basic School, a public school from grades one to nine that serves highdensity compounds in the capital city. As a demonstration of the richness brought to the PanAf data set through the use of mixed quantitative and qualitative methodologies, it is worth taking a closer look at indicators of ICT access and use in the school.\nBy any measure, this a vastly under-resourced institution. Two shifts\n(morning and afternoon) of approximately 1500 learners each are taught by a staff of fewer than 60 educators. 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Led by Mr. Benson NDLOVU, a lecturer at the Department of Library and Information Studies, the Zambian PanAf team has joined the initial network of five study schools to share indicators on the Observatory at www.observatoiretic.org.\nOne of the institutions being followed is the Vera Chiluba Basic School, a public school from grades one to nine that serves highdensity compounds in the capital city. As a demonstration of the richness brought to the PanAf data set through the use of mixed quantitative and qualitative methodologies, it is worth taking a closer look at indicators of ICT access and use in the school.\nBy any measure, this a vastly under-resourced institution. Two shifts\n(morning and afternoon) of approximately 1500 learners each are taught by a staff of fewer than 60 educators. 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C'es...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L'innovation, c'est le fait de faire quelque chose différemment, autrement (voir Wikipédia). C'est aussi introduire quelque chose de nouveau dans un usage, une coutume, une croyance, une pratique comme l'enseignement ou la pédagogie, ou encore un système comme l'école ou l'université. En général, le concept d'innovation est synonyme de changement positif qui permet une productivité ou un bien-être accru. [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9e33d44c813dff75a9168e1d1cd2ba47" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61007104,"asset_id":40720809,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61007104/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40720809"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40720809"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40720809; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40720809]").text(description); $(".js-view-count[data-work-id=40720809]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40720809; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40720809']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9e33d44c813dff75a9168e1d1cd2ba47" } } $('.js-work-strip[data-work-id=40720809]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40720809,"title":"L'enseignement-apprentissage 2.0 : la nécessité d'apprivoiser les technologies émergentes en enseignement supérieur.","translated_title":"","metadata":{"volume":"16","abstract":"L'innovation, c'est le fait de faire quelque chose différemment, autrement (voir Wikipédia). 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Cette réflexion constitue la première étape d'un recherche empirique exploratoire à venir. Elle s'articule autour d'une synthèse de la littérature sur le potentiel des TIC à agir sur la compétence à écrire des élèves. [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e403182f17b683608bd8a499184b51d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61007366,"asset_id":40721037,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61007366/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40721037"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40721037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40721037; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40721037]").text(description); $(".js-view-count[data-work-id=40721037]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40721037; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40721037']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e403182f17b683608bd8a499184b51d3" } } $('.js-work-strip[data-work-id=40721037]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40721037,"title":"Potentiel des TIC pour soutenir le développement de la compétence à écrire: pistes de recherches futures?","translated_title":"","metadata":{"volume":"16","abstract":"Ce texte se veut-il une amorce de réflexion sur le rôle potentiel des TIC pour soutenir l'engagement et le développement de la compétence à écrire des élèves. 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Cette ques...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Comment les TIC sont-elles susceptibles de soutenir la compétence à écrire des élèves? Cette question paraît d’autant plus légitime depuis la montée en puissance des TIC en éducation (MELS 2008). En fait, l’intérêt que suscite la compétence à écrire dans les milieux éducatifs repose sur deux constats interreliés. Il y a d’abord l’importance que revêt l’écriture dans les sociétés occidentales actuelles (Werquin 2005), mais également la difficulté qu’ont les jeunes à maîtriser cette compétence clé (MELS 2006). 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En effet, depuis huit ans, ce sont plus de 5 600 ordinateurs portables qui ont été fournis aux élèves de la 3e à la 11e année et à leurs enseignants.<br /><br />Parallèlement, le taux de décrochage des élèves de cette commission scolaire est passé de 39,4 % en 2004-2005 à 22,7 % en 2008-2009. C’est sur ce contexte technologique exceptionnel et ses retombées pour l’enseignement et l’apprentissage qu’une étude est menée, dont l’objectif général est de mieux comprendre les avantages et les défis inhérents à l’usage des ordinateurs portables au primaire et au secondaire.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="400d14a1d72b67b9c6893c4a28b3027c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61007699,"asset_id":40721421,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61007699/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40721421"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40721421"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40721421; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40721421]").text(description); $(".js-view-count[data-work-id=40721421]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40721421; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40721421']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "400d14a1d72b67b9c6893c4a28b3027c" } } $('.js-work-strip[data-work-id=40721421]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40721421,"title":"Un ordinateur portable pour chaque élève : la plus efficace mesure pour contrer le décrochage scolaire ?","translated_title":"","metadata":{"issue":"158","abstract":"La Commission scolaire Eastern Townships est reconnue pour être un des pionniers au Canada à avoir implanté, à grande échelle, l’utilisation d’ordinateurs portables par ses élèves. 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C’est sur ce contexte technologique exceptionnel et ses retombées pour l’enseignement et l’apprentissage qu’une étude est menée, dont l’objectif général est de mieux comprendre les avantages et les défis inhérents à l’usage des ordinateurs portables au primaire et au secondaire.","internal_url":"https://www.academia.edu/40721421/Un_ordinateur_portable_pour_chaque_%C3%A9l%C3%A8ve_la_plus_efficace_mesure_pour_contrer_le_d%C3%A9crochage_scolaire_","translated_internal_url":"","created_at":"2019-10-24T11:40:42.569-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":18370651,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":61007699,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61007699/thumbnails/1.jpg","file_name":"2011_01_Karsenti__T__et_Collin__S._Vie_pedagogique20191024-2748-55r4ef.pdf","download_url":"https://www.academia.edu/attachments/61007699/download_file","bulk_download_file_name":"Un_ordinateur_portable_pour_chaque_eleve.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61007699/2011_01_Karsenti__T__et_Collin__S._Vie_pedagogique20191024-2748-55r4ef-libre.pdf?1571942951=\u0026response-content-disposition=attachment%3B+filename%3DUn_ordinateur_portable_pour_chaque_eleve.pdf\u0026Expires=1743407693\u0026Signature=WY-96FcOeabe3x7qb10rdl63nYgsKGWbtwkHvbtsoAvVQHRRIvpxnBzRXhkn8wL-jpOmoT8wpwjVCPqUPr6vvY7lgg60wsB0iw-fOFKO5tsK3N824P6TolwLzuUjDtzc7ARyByoQDE2ozM6d~VCvn0JxQKvoKxNzN~-5q9Kk3XlHYyDDIqZPXfbh8Fi9DFmDE5zjklRa0km3bdWSO-3A-USJZItk~~WsHdZHNctGNbs1k0f63mIZWYopcvOeWMIWhiba9ahHRefopyhbSZOV0~9mVN2WHmMKTVA1rkv3jgWiKvaDo98uAnRmQTOKGmbXQAVRcWzTJpUr7NSWJ47PQQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Un_ordinateur_portable_pour_chaque_élève_la_plus_efficace_mesure_pour_contrer_le_décrochage_scolaire_","translated_slug":"","page_count":4,"language":"fr","content_type":"Work","summary":"La Commission scolaire Eastern Townships est reconnue pour être un des pionniers au Canada à avoir implanté, à grande échelle, l’utilisation d’ordinateurs portables par ses élèves. 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C’est le cas de la Commission scolaire Eastern Townships, qui a équipé une grande majorité de ses classes d’ordinateurs portables depuis maintenant plus de huit ans. L’objectif de ce texte est de proposer un bilan de l’utilisation des ordinateurs portables dans la Commission scolaire Eastern Townships, à partir d’une enquête réalisée auprès de quelque 2432 élèves, 272 enseignants, 14 intervenants éducatifs et trois directeurs d’école. [...]<br /><br />[Article disponible : <a href="https://archipel.uqam.ca/12251/" rel="nofollow">https://archipel.uqam.ca/12251/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b87a79c181e627a1587784dcafb7a69a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61005932,"asset_id":40719811,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61005932/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40719811"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40719811"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40719811; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40719811]").text(description); $(".js-view-count[data-work-id=40719811]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40719811; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40719811']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b87a79c181e627a1587784dcafb7a69a" } } $('.js-work-strip[data-work-id=40719811]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40719811,"title":"Stratégies pédagogiques motivantes pour les classes ou chaque élève possède un ordinateur portable","translated_title":"","metadata":{"issue":"3","volume":"24","abstract":"Dans la foulée des mesures annoncées par le gouvernement pour équiper les enseignants québécois d’ordinateurs et de tableaux blancs interactifs, les classes portables sont déjà une réalité dans plusieurs écoles et commissions scolaires du Québec. C’est le cas de la Commission scolaire Eastern Townships, qui a équipé une grande majorité de ses classes d’ordinateurs portables depuis maintenant plus de huit ans. L’objectif de ce texte est de proposer un bilan de l’utilisation des ordinateurs portables dans la Commission scolaire Eastern Townships, à partir d’une enquête réalisée auprès de quelque 2432 élèves, 272 enseignants, 14 intervenants éducatifs et trois directeurs d’école. [...]\n\n[Article disponible : https://archipel.uqam.ca/12251/]","page_numbers":"20-23","publication_date":{"day":null,"month":null,"year":2011,"errors":{}},"publication_name":"Vivre le primaire"},"translated_abstract":"Dans la foulée des mesures annoncées par le gouvernement pour équiper les enseignants québécois d’ordinateurs et de tableaux blancs interactifs, les classes portables sont déjà une réalité dans plusieurs écoles et commissions scolaires du Québec. C’est le cas de la Commission scolaire Eastern Townships, qui a équipé une grande majorité de ses classes d’ordinateurs portables depuis maintenant plus de huit ans. L’objectif de ce texte est de proposer un bilan de l’utilisation des ordinateurs portables dans la Commission scolaire Eastern Townships, à partir d’une enquête réalisée auprès de quelque 2432 élèves, 272 enseignants, 14 intervenants éducatifs et trois directeurs d’école. 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C’est le cas de la Commission scolaire Eastern Townships, qui a équipé une grande majorité de ses classes d’ordinateurs portables depuis maintenant plus de huit ans. L’objectif de ce texte est de proposer un bilan de l’utilisation des ordinateurs portables dans la Commission scolaire Eastern Townships, à partir d’une enquête réalisée auprès de quelque 2432 élèves, 272 enseignants, 14 intervenants éducatifs et trois directeurs d’école. 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De quel point de vue ?" class="work-thumbnail" src="https://attachments.academia-assets.com/60934284/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40651724/La_pratique_r%C3%A9flexive_de_quoi_parle_t_on_De_quel_point_de_vue_">La pratique réflexive : de quoi parle-t-on ? De quel point de vue ?</a></div><div class="wp-workCard_item"><span>Formation et Profession</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La pratique réflexive (Schön, 1983) est décidément un concept dans l’air du temps. Incluse comme ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La pratique réflexive (Schön, 1983) est décidément un concept dans l’air du temps. Incluse comme compétence professionnelle dans la plupart des programmes de formation initiale d’enseignants (Richardson, 1990) en Occident, elle constitue aussi un paradigme éducatif dominant (p. ex. : Paquay, 1994). Au Québec, elle forme une composante de la compétence 11 et consiste à « réfléchir sur sa pratique (analyse réflexive) et réinvestir les résultats de sa réflexion dans l’action » (Ministère de l’Éducation du Québec, MEQ, 2001, p. 127). Cette compétence se voit attribuer un mandat audacieux (Desjardins, 2000)<br />qui semble contraster avec le manque de clarté et de consensus qui la caractérise sur le plan théorique (Beauchamp, 2006).  [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b75b558a6390b02ae6cdd062054d86f6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60934284,"asset_id":40651724,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60934284/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40651724"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40651724"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40651724; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40651724]").text(description); $(".js-view-count[data-work-id=40651724]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40651724; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40651724']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b75b558a6390b02ae6cdd062054d86f6" } } $('.js-work-strip[data-work-id=40651724]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40651724,"title":"La pratique réflexive : de quoi parle-t-on ? 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Cette dernière permet de documenter d'autres effets que ceux liés à l'efficacité de l'enseignement et de l'apprentissage, qui sont toutefois susceptibles de contribuer à orienter les pratiques et les politiques en matière d'intégration du numérique. Nous commençons par présenter brièvement une approche sociocritique du numérique en éducation. Nous exposons ensuite quelques limites théoriques du couplage « effets-efficacité », avant de les revisiter à la lumière d'une approche sociocritique. 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Ce processus, qui vise à amener les enseignants et leurs élèves à faire un usage plus important du numérique, est souvent le résultat d’un travail collectif au sein d’un établissement scolaire. Cependant, force est de constater que cette intégration représente encore un immense défi pour les enseignants, et ce, malgré l’omniprésence des technologies dans notre société. Afin d’appuyer ces derniers dans leur cheminement, plusieurs modèles d’intégration des technologies – dont sept font l’objet d’une présentation plus détaillée dans le présent chapitre –, peuvent être utilisés. Une bonne connaissance de ces principaux modèles facilite la compréhension du processus d’intégration des technologies en éducation et guide l’enseignant souhaitant faire un usage davantage réfléchi des technologies en salle de classe pour honorer la mission de l’école (instruire, socialiser et qualifier).<br /><br />Référence :<br />Karsenti, T. et Collin, S. (2019). Les modèles d’intégration du numérique en classe. Dans Thierry Karsenty (dir.), « Le numérique en éducation - Pour développer des compétences » (pp. 33-70). Québec : Presse de l'Université du Québec.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5ef02e641f56f7abfaaa5c6de96f4a2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60300949,"asset_id":40092068,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60300949/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40092068"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40092068"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40092068; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40092068]").text(description); $(".js-view-count[data-work-id=40092068]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40092068; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40092068']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a5ef02e641f56f7abfaaa5c6de96f4a2" } } $('.js-work-strip[data-work-id=40092068]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40092068,"title":"Les modèles d’intégration du numérique en classe [Chapitre 1]","translated_title":"","metadata":{"abstract":"Bon nombre d’études ont clairement démontré que l’intégration des technologies en éducation représente un processus complexe relevant de plusieurs facteurs. Ce processus, qui vise à amener les enseignants et leurs élèves à faire un usage plus important du numérique, est souvent le résultat d’un travail collectif au sein d’un établissement scolaire. Cependant, force est de constater que cette intégration représente encore un immense défi pour les enseignants, et ce, malgré l’omniprésence des technologies dans notre société. Afin d’appuyer ces derniers dans leur cheminement, plusieurs modèles d’intégration des technologies – dont sept font l’objet d’une présentation plus détaillée dans le présent chapitre –, peuvent être utilisés. Une bonne connaissance de ces principaux modèles facilite la compréhension du processus d’intégration des technologies en éducation et guide l’enseignant souhaitant faire un usage davantage réfléchi des technologies en salle de classe pour honorer la mission de l’école (instruire, socialiser et qualifier).\n\nRéférence :\nKarsenti, T. et Collin, S. (2019). Les modèles d’intégration du numérique en classe. Dans Thierry Karsenty (dir.), « Le numérique en éducation - Pour développer des compétences » (pp. 33-70). Québec : Presse de l'Université du Québec.","page_numbers":"33-70","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Le numérique en éducation - Pour développer des compétences [Presse de l'Université du Québec]."},"translated_abstract":"Bon nombre d’études ont clairement démontré que l’intégration des technologies en éducation représente un processus complexe relevant de plusieurs facteurs. Ce processus, qui vise à amener les enseignants et leurs élèves à faire un usage plus important du numérique, est souvent le résultat d’un travail collectif au sein d’un établissement scolaire. Cependant, force est de constater que cette intégration représente encore un immense défi pour les enseignants, et ce, malgré l’omniprésence des technologies dans notre société. Afin d’appuyer ces derniers dans leur cheminement, plusieurs modèles d’intégration des technologies – dont sept font l’objet d’une présentation plus détaillée dans le présent chapitre –, peuvent être utilisés. Une bonne connaissance de ces principaux modèles facilite la compréhension du processus d’intégration des technologies en éducation et guide l’enseignant souhaitant faire un usage davantage réfléchi des technologies en salle de classe pour honorer la mission de l’école (instruire, socialiser et qualifier).\n\nRéférence :\nKarsenti, T. et Collin, S. (2019). Les modèles d’intégration du numérique en classe. Dans Thierry Karsenty (dir.), « Le numérique en éducation - Pour développer des compétences » (pp. 33-70). Québec : Presse de l'Université du Québec.","internal_url":"https://www.academia.edu/40092068/Les_mod%C3%A8les_d_int%C3%A9gration_du_num%C3%A9rique_en_classe_Chapitre_1_","translated_internal_url":"","created_at":"2019-08-15T10:08:52.881-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":18370651,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":60300949,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60300949/thumbnails/1.jpg","file_name":"3762_D5142-FP.pdf","download_url":"https://www.academia.edu/attachments/60300949/download_file","bulk_download_file_name":"Les_modeles_d_integration_du_numerique_e.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60300949/3762_D5142-FP-libre.pdf?1565890209=\u0026response-content-disposition=attachment%3B+filename%3DLes_modeles_d_integration_du_numerique_e.pdf\u0026Expires=1743407694\u0026Signature=AZRyzUW2322uY8ueh-R5WdQkKCiDKD~1CiNrsKI5MOxFAhCGdX1NYzksqy1K42hUVi285ueNmxuD~XEb8dZzNdl37McWfpJOHTlX12fqYoXx1~RaI8fL1Bpo64kZUKfXX4iE-anKRoS7rtwmGxlIjy8JKITa7nYaFxeowCOAGKfryTloZ71jblPWYdDr~rSsONFtOfyntwfZn9Xjp28nVJFtpTnlxtoJmJEzch~LtB43itjq8QhFx8SNs6Rw2u5MasNAOn9zLspazkM6KNk9s1KhLRq6Y0dvChai1raChuo-cGU3zSVH3r5xk1uBujJQEXg~KKDEZNVA~z6ueTbJ-A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Les_modèles_d_intégration_du_numérique_en_classe_Chapitre_1_","translated_slug":"","page_count":2,"language":"fr","content_type":"Work","summary":"Bon nombre d’études ont clairement démontré que l’intégration des technologies en éducation représente un processus complexe relevant de plusieurs facteurs. Ce processus, qui vise à amener les enseignants et leurs élèves à faire un usage plus important du numérique, est souvent le résultat d’un travail collectif au sein d’un établissement scolaire. Cependant, force est de constater que cette intégration représente encore un immense défi pour les enseignants, et ce, malgré l’omniprésence des technologies dans notre société. Afin d’appuyer ces derniers dans leur cheminement, plusieurs modèles d’intégration des technologies – dont sept font l’objet d’une présentation plus détaillée dans le présent chapitre –, peuvent être utilisés. Une bonne connaissance de ces principaux modèles facilite la compréhension du processus d’intégration des technologies en éducation et guide l’enseignant souhaitant faire un usage davantage réfléchi des technologies en salle de classe pour honorer la mission de l’école (instruire, socialiser et qualifier).\n\nRéférence :\nKarsenti, T. et Collin, S. (2019). Les modèles d’intégration du numérique en classe. Dans Thierry Karsenty (dir.), « Le numérique en éducation - Pour développer des compétences » (pp. 33-70). 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[Publication des Hautes Ecoles Pédagogiques BEJUNE - Berne, Jura, Neuchâtel]</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">À l’hiver 2010, il a été convenu de mettre en place une étude qui chercherait notamment à mieux c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">À l’hiver 2010, il a été convenu de mettre en place une étude qui chercherait notamment à mieux comprendre les avantages et les défis inhérents à l’usage des ordinateurs portables au primaire et au secondaire à la Commission scolaire Eastern Townships, regroupement scolaire connu pour avoir été un des premiers au Canada à avoir implanté, à grande échelle, des ordinateurs portables chez ses élèves. En effet, depuis huit ans, ce sont plus de 5600 ordinateurs portables qui ont été déployés dans la commission scolaire, principalement auprès des élèves de la 3e à la 11e année. [...]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="72455e8db57b644f004e7e23fd08686f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60935289,"asset_id":40652641,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60935289/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40652641"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40652641"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40652641; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40652641]").text(description); $(".js-view-count[data-work-id=40652641]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40652641; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40652641']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "72455e8db57b644f004e7e23fd08686f" } } $('.js-work-strip[data-work-id=40652641]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40652641,"title":"L’usage intensif des technologies en classe favorise-t-il la réussite scolaire ? --- Le cas d’un regroupement d’écoles du Québec (Canada) où chaque élève a son ordinateur portable","translated_title":"","metadata":{"abstract":"À l’hiver 2010, il a été convenu de mettre en place une étude qui chercherait notamment à mieux comprendre les avantages et les défis inhérents à l’usage des ordinateurs portables au primaire et au secondaire à la Commission scolaire Eastern Townships, regroupement scolaire connu pour avoir été un des premiers au Canada à avoir implanté, à grande échelle, des ordinateurs portables chez ses élèves. 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Albero, S. Simonian et J. Eneau suscite d’emblée la curi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Le titre du nouvel ouvrage dirigé par B. Albero, S. Simonian et J. Eneau suscite d’emblée la curiosité : de quelle exploratrice s’agit-il ? Un indice pour nous mettre sur la voie : ce titre fait écho à un ouvrage intitulé Des machines et des hommes : apprendre avec les nouvelles technologies, publié en 1989 par… Monique Linard. « Monique qui? », se demandera-t-on peut-être au Québec. Commençons donc par présenter en quelques points cette grande chercheure française au parcours riche et varié, telle<br />qu’elle apparaît à travers l’ouvrage [...].<br /><br />Ouvrage recensé :<br />Albero, B., Simonian, S. et Eneau, S. (2019). Des humains & des machines - Hommage aux travaux d’une exploratrice. Dijon, France : Editions Raison et Passions</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a89698268236609a1537fdffafd8db7d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61732423,"asset_id":41576287,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61732423/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41576287"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41576287"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41576287; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41576287]").text(description); $(".js-view-count[data-work-id=41576287]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41576287; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41576287']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a89698268236609a1537fdffafd8db7d" } } $('.js-work-strip[data-work-id=41576287]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41576287,"title":"[Recension - Note de lecture] Des humains \u0026 des machines - Hommage aux travaux d’une exploratrice","translated_title":"","metadata":{"doi":"10.18162/fp.2019.a180","issue":"3","volume":"27","abstract":"Le titre du nouvel ouvrage dirigé par B. 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Parmi les dispositifs de soutien à la pratique réflexive en stage d’enseignement, l’interaction en ligne semble particulièrement pertinente dans la mesure où : (1) elle permet de répondre à la dispersion géographique des enseignants-stagiaires (Karsenti, Lepage et Gervais, 2002) ; (2) elle couvre un potentiel sociocognitif (Depover, Karsenti et Komis, 2007) susceptible d’être mis au profit du développement de la pratique réflexive. Pourtant le rapport entre l’interaction en ligne et la pratique réflexive, bien qu’il semble positivement perçu lorsqu’il est évoqué (Barnett, 2002 ; Zhao et Rop, 2001), reste toutefois peu abordé dans la littérature scientifique et peu problématisé au niveau théorique. Or ce rapport pose question dans la mesure où la pratique réflexive réfère à un processus intra-personnel alors<br />que l’interaction en ligne est inter-personnelle par définition. Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3).<br /><br />Puisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier<br />d’entre eux s’attache à examiner comment la pratique réflexive se construit dans<br />l’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des considérations liées à son opérationnalisation en stage d’enseignement. Enfin, l’article 3 a pour but de déterminer le rôle de l’interaction en ligne pour la pratique réflexive des enseignants-stagiaires. Il s’agit donc de « confronter » l’interaction en ligne à d’autres soutiens à la pratique réflexive des enseignants-stagiaires, en vue de déterminer sa place. Il en ressort que l’interaction en ligne semble jouer un rôle secondaire mais néanmoins positif, tant pour la pratique réflexive des iv enseignants-stagiaires que pour d’autres dimensions du stage d’enseignement tels que la dimension sociale ou la dimension psychologique et émotionnelle. Finalement, des recommandations à l’intention du milieu de formation et des pistes de recherches futures sont offertes en conclusion.<br /><br />[En libre accès : <a href="https://archipel.uqam.ca/12226/" rel="nofollow">https://archipel.uqam.ca/12226/</a>]</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8b514bc3181f1825af536ce16ed45e32" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60239833,"asset_id":40041518,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60239833/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40041518"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40041518"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40041518; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40041518]").text(description); $(".js-view-count[data-work-id=40041518]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40041518; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40041518']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8b514bc3181f1825af536ce16ed45e32" } } $('.js-work-strip[data-work-id=40041518]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40041518,"title":"L’interaction en ligne comme soutien à la pratique réflexive des enseignants-stagiaires","translated_title":"","metadata":{"abstract":"Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique\nréflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des maîtres. Parmi les dispositifs de soutien à la pratique réflexive en stage d’enseignement, l’interaction en ligne semble particulièrement pertinente dans la mesure où : (1) elle permet de répondre à la dispersion géographique des enseignants-stagiaires (Karsenti, Lepage et Gervais, 2002) ; (2) elle couvre un potentiel sociocognitif (Depover, Karsenti et Komis, 2007) susceptible d’être mis au profit du développement de la pratique réflexive. Pourtant le rapport entre l’interaction en ligne et la pratique réflexive, bien qu’il semble positivement perçu lorsqu’il est évoqué (Barnett, 2002 ; Zhao et Rop, 2001), reste toutefois peu abordé dans la littérature scientifique et peu problématisé au niveau théorique. Or ce rapport pose question dans la mesure où la pratique réflexive réfère à un processus intra-personnel alors\nque l’interaction en ligne est inter-personnelle par définition. Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3).\n\nPuisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier\nd’entre eux s’attache à examiner comment la pratique réflexive se construit dans\nl’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des considérations liées à son opérationnalisation en stage d’enseignement. Enfin, l’article 3 a pour but de déterminer le rôle de l’interaction en ligne pour la pratique réflexive des enseignants-stagiaires. Il s’agit donc de « confronter » l’interaction en ligne à d’autres soutiens à la pratique réflexive des enseignants-stagiaires, en vue de déterminer sa place. Il en ressort que l’interaction en ligne semble jouer un rôle secondaire mais néanmoins positif, tant pour la pratique réflexive des iv enseignants-stagiaires que pour d’autres dimensions du stage d’enseignement tels que la dimension sociale ou la dimension psychologique et émotionnelle. Finalement, des recommandations à l’intention du milieu de formation et des pistes de recherches futures sont offertes en conclusion.\n\n[En libre accès : https://archipel.uqam.ca/12226/]","page_numbers":"334","publication_date":{"day":null,"month":null,"year":2010,"errors":{}},"publication_name":"Thèse inédite"},"translated_abstract":"Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique\nréflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des maîtres. Parmi les dispositifs de soutien à la pratique réflexive en stage d’enseignement, l’interaction en ligne semble particulièrement pertinente dans la mesure où : (1) elle permet de répondre à la dispersion géographique des enseignants-stagiaires (Karsenti, Lepage et Gervais, 2002) ; (2) elle couvre un potentiel sociocognitif (Depover, Karsenti et Komis, 2007) susceptible d’être mis au profit du développement de la pratique réflexive. Pourtant le rapport entre l’interaction en ligne et la pratique réflexive, bien qu’il semble positivement perçu lorsqu’il est évoqué (Barnett, 2002 ; Zhao et Rop, 2001), reste toutefois peu abordé dans la littérature scientifique et peu problématisé au niveau théorique. Or ce rapport pose question dans la mesure où la pratique réflexive réfère à un processus intra-personnel alors\nque l’interaction en ligne est inter-personnelle par définition. Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3).\n\nPuisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier\nd’entre eux s’attache à examiner comment la pratique réflexive se construit dans\nl’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des considérations liées à son opérationnalisation en stage d’enseignement. Enfin, l’article 3 a pour but de déterminer le rôle de l’interaction en ligne pour la pratique réflexive des enseignants-stagiaires. Il s’agit donc de « confronter » l’interaction en ligne à d’autres soutiens à la pratique réflexive des enseignants-stagiaires, en vue de déterminer sa place. Il en ressort que l’interaction en ligne semble jouer un rôle secondaire mais néanmoins positif, tant pour la pratique réflexive des iv enseignants-stagiaires que pour d’autres dimensions du stage d’enseignement tels que la dimension sociale ou la dimension psychologique et émotionnelle. Finalement, des recommandations à l’intention du milieu de formation et des pistes de recherches futures sont offertes en conclusion.\n\n[En libre accès : https://archipel.uqam.ca/12226/]","internal_url":"https://www.academia.edu/40041518/L_interaction_en_ligne_comme_soutien_%C3%A0_la_pratique_r%C3%A9flexive_des_enseignants_stagiaires","translated_internal_url":"","created_at":"2019-08-08T14:02:50.650-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":18370651,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":60239833,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60239833/thumbnails/1.jpg","file_name":"Collin_Simon_2010_these20190808-72287-8p6axy.pdf","download_url":"https://www.academia.edu/attachments/60239833/download_file","bulk_download_file_name":"L_interaction_en_ligne_comme_soutien_a_l.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60239833/Collin_Simon_2010_these20190808-72287-8p6axy-libre.pdf?1565299006=\u0026response-content-disposition=attachment%3B+filename%3DL_interaction_en_ligne_comme_soutien_a_l.pdf\u0026Expires=1743407694\u0026Signature=Yj2cUAPVsmE1gGSBKI3KHT6C0Vv7SUbBi-9j19t8e3CgnPWpyjnLeGqqLPLjiQ~ELbmOYB~P1eepcFsI3Pf5c~KfBNKnPPm66MiKLK0JLLAd6sqSOwyy-NDXUKcLh~YPQvl8wgt7-p-wDFpGXueboil2C0q-c1VCM0czwA7-2xVzj8OCX5I5SStrcsG~9Owf5NP4fGpnhwAV-mHGpbORQuLUg07teo2HA4SuGM92NssrwqaOKcRxOEVG3E125R7ExJF9d3PGwTG5RSYxGUMFMAcJWTy-UO606zoM-PpSw3c8SHoqU9ZanK1WVxFtTPj5LPkyiXjzupoO0TzmmHBaVg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L_interaction_en_ligne_comme_soutien_à_la_pratique_réflexive_des_enseignants_stagiaires","translated_slug":"","page_count":334,"language":"fr","content_type":"Work","summary":"Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique\nréflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des maîtres. 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Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3).\n\nPuisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier\nd’entre eux s’attache à examiner comment la pratique réflexive se construit dans\nl’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des considérations liées à son opérationnalisation en stage d’enseignement. Enfin, l’article 3 a pour but de déterminer le rôle de l’interaction en ligne pour la pratique réflexive des enseignants-stagiaires. Il s’agit donc de « confronter » l’interaction en ligne à d’autres soutiens à la pratique réflexive des enseignants-stagiaires, en vue de déterminer sa place. Il en ressort que l’interaction en ligne semble jouer un rôle secondaire mais néanmoins positif, tant pour la pratique réflexive des iv enseignants-stagiaires que pour d’autres dimensions du stage d’enseignement tels que la dimension sociale ou la dimension psychologique et émotionnelle. Finalement, des recommandations à l’intention du milieu de formation et des pistes de recherches futures sont offertes en conclusion.\n\n[En libre accès : https://archipel.uqam.ca/12226/]","owner":{"id":18370651,"first_name":"Simon","middle_initials":null,"last_name":"Collin","page_name":"SimonCollin","domain_name":"uqam","created_at":"2014-10-10T01:06:30.005-07:00","display_name":"Simon Collin","url":"https://uqam.academia.edu/SimonCollin"},"attachments":[{"id":60239833,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60239833/thumbnails/1.jpg","file_name":"Collin_Simon_2010_these20190808-72287-8p6axy.pdf","download_url":"https://www.academia.edu/attachments/60239833/download_file","bulk_download_file_name":"L_interaction_en_ligne_comme_soutien_a_l.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60239833/Collin_Simon_2010_these20190808-72287-8p6axy-libre.pdf?1565299006=\u0026response-content-disposition=attachment%3B+filename%3DL_interaction_en_ligne_comme_soutien_a_l.pdf\u0026Expires=1743407694\u0026Signature=Yj2cUAPVsmE1gGSBKI3KHT6C0Vv7SUbBi-9j19t8e3CgnPWpyjnLeGqqLPLjiQ~ELbmOYB~P1eepcFsI3Pf5c~KfBNKnPPm66MiKLK0JLLAd6sqSOwyy-NDXUKcLh~YPQvl8wgt7-p-wDFpGXueboil2C0q-c1VCM0czwA7-2xVzj8OCX5I5SStrcsG~9Owf5NP4fGpnhwAV-mHGpbORQuLUg07teo2HA4SuGM92NssrwqaOKcRxOEVG3E125R7ExJF9d3PGwTG5RSYxGUMFMAcJWTy-UO606zoM-PpSw3c8SHoqU9ZanK1WVxFtTPj5LPkyiXjzupoO0TzmmHBaVg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":766991,"name":"Interaction En Ligne","url":"https://www.academia.edu/Documents/in/Interaction_En_Ligne"},{"id":1709166,"name":"Pratiques Réflexives","url":"https://www.academia.edu/Documents/in/Pratiques_R%C3%A9flexives"}],"urls":[{"id":8827556,"url":"https://archipel.uqam.ca/12226/"},{"id":8827557,"url":"https://papyrus.bib.umontreal.ca/xmlui/bitstream/handle/1866/4546/Collin_Simon_2010_these.pdf"}]}, dispatcherData: dispatcherData }); 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