Academic literature on the topic 'Éducation – Informatique'
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Journal articles on the topic "Éducation – Informatique"
Drot-Delange, Béatrice, and Éric Bruillard. "Éducation aux TIC, cultures informatique et du numérique : quelques repères historiques." Études de communication, no. 38 (June 30, 2012): 69–80. http://dx.doi.org/10.4000/edc.3393.
Full textPlante, Patrick. "L’éthique hacker, un modèle éthique du numérique pour l’éducation?" Éducation et francophonie 45, no. 1 (August 2, 2017): 89–106. http://dx.doi.org/10.7202/1040722ar.
Full textFluckiger, Cédric. "BARON Georges-Louis, BRUILLARD Éric & DROT-DELANGE Béatrice (dir.). Informatique en éducation : perspectives curriculaires et didactiques." Revue française de pédagogie, no. 191 (June 30, 2015): 137–38. http://dx.doi.org/10.4000/rfp.4778.
Full textDion, Jocelyne. "Des bibliothèques branchées sur la planète." L’avenir 40, no. 4 (October 6, 2015): 249–52. http://dx.doi.org/10.7202/1033502ar.
Full textBéland, Sébastien, David Magis, and Gilles Raîche. "Estimation des paramètres d’item et de sujet à partir du modèle de Rasch." Mesure et évaluation en éducation 36, no. 1 (April 22, 2014): 83–110. http://dx.doi.org/10.7202/1024466ar.
Full textPotvin, Patrice. "L'utilisation d'une simulation informatisée pour l'évaluation de la compétence de résolution de problème." Journal of Quality in Education 3, no. 3 (November 1, 2012): 5. http://dx.doi.org/10.37870/joqie.v3i3.94.
Full textCrean, John F. "Taux de rentabilité attendu et la demande d’éducation." Relations industrielles 27, no. 3 (April 12, 2005): 382–402. http://dx.doi.org/10.7202/028308ar.
Full textUhlrich, Gilles, and Serge Éloi. "Formation à l’observation de futurs intervenants éducatifs en rugby : quelles conséquences pour leur conception du jeu?" Revue des sciences de l’éducation 42, no. 2 (December 21, 2016): 123–47. http://dx.doi.org/10.7202/1038464ar.
Full textAmégan, Samuel. "Contribution à l’analyse des résultats des tests de pensée créative de E.P. Torrance par la technique de l’évaluation informative." Revue des sciences de l'éducation 6, no. 3 (October 20, 2009): 439–50. http://dx.doi.org/10.7202/900296ar.
Full textLaure, P., and T. Lecerf. "Prévention du dopage chez les adolescents : comparaison d'une démarche éducative et d'une démarche informative." Science & Sports 17, no. 4 (July 2002): 198–201. http://dx.doi.org/10.1016/s0765-1597(02)00154-5.
Full textDissertations / Theses on the topic "Éducation – Informatique"
Chartier, Dominique. "Informatique et enseignement : problèmes de formation et d'apprentissage contribution à l'ingénierie des formations par production de savoirs." Tours, 1994. http://www.theses.fr/1994TOUR2034.
Full textIn the context of an increasing distribution of individual computer equipments, school keeps on integrating the implement according to polymorphic approaches that should not obliterate teaching conceptions which are sometimes divergent. The problems of training and skill-learning generated by information processing are here the subject of a study based on an observation of the conditions of "production of computer assisted skills" from the point of view of the learners (adults and young people) as well as the teachers (experts and novices) in professional teaching environment. Hence : - is it to be wished for possible to devise a training scheme based on "production of computer assisted skills" that would serve the way in which each one "pilots" his skill-learnings? - is it to be whished for possible to open up a way - amongst others - for a study and development of training schemes by production of skills for the teacher - users of information processing ? Research brought out the following prospects: * the production of skimms helps structuring the period of learning, amongst the teachers as well as amongst the learners. This requires from the subjects taking up the challenge of work to be produced electively by calling on personal knowledge. Computer can then regarded creation, conception. . . . Promoters of the answer to this challenge. * a study and development project of training by production of skills for the teachers in connection with information processing environment enables them consider the production of skills as an "artifact" fit for use to face the complexity of their profession
Chaptal, Alain. "La question de l'efficacité des technologies d'information et de communication dans l'enseignement scolaire : analyse critique et communicationnelle des modèles américains et français." Paris 10, 1999. http://www.theses.fr/1999PA100129.
Full textGabriel, Philippe. "La micro-informatique dans l'enseignement : Situation & perspectives." Dijon, 1995. http://www.theses.fr/1995DIJOL008.
Full textThe study examines the present place of microcomputers in the systems of education and therefore the characteristics of a learning with computer. A cost-effectiveness viewpoint is adopted. The data relating to the french educational system illustrate the complexity and the limits of the educaton movement of adaptation to this new requirement. The computer use induce new practices and needs while the contemporary socioeconomic demands strongly restrain the continuation of its integration in everyone's curriculum, at a compulsory education's level. But value of the choices has also to be assessed in consideration of the features of the learner-computer interaction. A revue of literature on this subject underlines the importance of interpersonal differences, the part of experience as well as the representations among the adults. The evaluations at the secondary level confirm independently the results of some meta-analysis. They show sometimes a very high impact of comuter use on the learning process, the effect of the teaching context and the weight of the aptitude-treatment interactions. On the other hand the observation at the primary level shows a lot of positive aspects of extremely diversified computer use. It recommends to develop the integration at that lvel. That is the condition of a progressive and controled mastery of this technology
Devauchelle, Bruno. "Le Brevet Informatique et Internet : d’un geste institutionnel aux réalités pédagogiques." Paris 8, 2004. http://www.theses.fr/2004PA082401.
Full textThe creation of the computer and internet certificate (B2i) in november 2003 points to an evolution in governmental politics regarding the integration of Information and Communication Technologies (TIC) into the french academic system. The implementation of B2i aims to reduce the numerical gap and validates the pratical TIC skills acquired in varied pedagogical contexts. Faced with the development of family uses of these technologies, the appropriation and development of the skills of young people in the use of the TIC outside the school, the B2i is an institutionnal innovation which tries to respond to the evolution of social uses. Resorting to educational sciences, information and communication sciences and innovative sociologie, and a study of ground allows to bring to the fore the gap between the theorie and the practice, a gap which reveals the recurrent resistance of the academic system to the social evolutions generated by the TIC
Cerqueira, Ribeiro de Souza Ruth Catarina. "Les apprentissages scolaires aux risques de la technologie informatique : études menées au Brésil et en France." Montpellier 3, 2003. http://www.theses.fr/2003MON30016.
Full textThe present work relates to school learning through computer support pedagogically conducted in Brazil and France. This work is based on the studies of socio cultural psychology concerning cultural formation of the spirit, the role of the tools in mediatized actions, the importance of co-operation. This work adopts the idea according to which the use of a tool reorganizes psychic functions affecting cognitive development. For this reason, the computer, complex instrument, also have an influence on learning. This work supports the idea that formation of teachers is of primary importance so that they can be the true actors of pedagogical changes necessary face the contemporary challenges. The results showed that teaching actions directed by the teacher and mediatized by the computer modify simultaneously pupils and teachers This work suggests that participation itself is the process of appropriation being through it that people learn and develop
Montuori, Christine. "Outils informatiques et processus d'autonomisation : une étude dans l'enseignement secondaire Tertiaire." Aix-Marseille 1, 2006. http://www.theses.fr/2006AIX10075.
Full textHourbette, Danièle. "Genre et usages des technologies de l'information et de la communication : une étude de cas : une école d'ingénieur en agronomie." Paris 5, 2010. http://www.theses.fr/2010PA05H040.
Full textThere have been a number of studies which have looked at the relationships between gender and use of information and communication technologies (ICT). However, few have investigated this in the educational context in France. The study presented in this Ph. D. Dissertation has an exploratory aspect. It’s origins are threefold; studies about ICT use in educational contexts, French conceptualisation of gender, conceived in part as a result of gender roles and relations, and in part as a continuum where people locate themselves between the two poles of masculinity and the feminity. A longitudinal case study was conducted in a Graduate Institute in Science and Engineering using on line questionnaires, face-to-face and computer mediated interviews, and analyses of students' websites and blogs The contrast between students' statement about their trajectories of usage and the skills developed by learning and practical experience, and their stated uses and observed products, revealed a gap. This could be explained with regard to gender roles and relationships, the gender-based attributions, and indications of a phenomena related to dependance / independance on them. Although these students are enrolled on scientific degree courses, it appears that their gendered social identity strongly influenced their skills, in relation to the paths their lives have taken, strongly marked by gender norms. Nevertheless, ICT use associated with artistic skills and hobbies allows girls to develop compentencies in different spheres to boys, which favour activites in the masculine domain of video games and ICT in the educational context
Herrera-Aguilar, Miriam. "Les interactions sociales devant l'ordinateur en contexte scolaire : approche comparative France/Mexique." Paris 3, 2005. http://www.theses.fr/2005PA030048.
Full textOur research subject is part of the study of social interactions at school in presence of computers. This subject is part of the study of the “ digital revolution ” phenomenon. We consider the learning process as an information and communication process. On the one hand, we are interested in interpersonal relationships, on the second hand, in the uses of computers in school classes which modify – supposedly – the interactions of teachers and pupils. We analyze the interaction as a triangular relationship – Self-Other-Object – with the help of Communication Anthropology as method of research. The “ inter-national ” comparative research enables us to study two countries with different development status and type of culture at the same time : France and Mexico. Because of the sociological approach adopted for our research, we observe three types of state schools in each country: two urban schools with pupils from different socioeconomic levels, and one rural school. These samples have been chosen to verify possible differences or similarities between those two “ information societies ”, within each country or between both countries
Pauzet, Ghislaine. "Les effets de la manipulation de l'ordinateur par l'enfant à l'école maternelle." Paris 10, 1989. http://www.theses.fr/1989PA100023.
Full textThe introduction of computing in schooling system raises many questions, among which that of the help and efficiency of such an activity in education. The purpose of the present research, as a psychological approach of the problem, is to evaluate the possible effects of initiating young children to computers in a specific environment (logo) on their cognitive development and school acquisitions. Two experiments have been performed. The principle of the first one is to evaluate the cognitive level of the pupils through specific tests, before and after they have been confronted with the logo activity and to compare these results with those of a control group. The sampling group consists of 87 children of nurse schools upper classes. In general the results do not confirm the initially proposed hypothesis. Actually, the performances of the experimental group show no more progress than those of the control group in the course of one school year for tests appealing to the global intellectual level or logical reasoning or even to specific abilities such as grapho-perceptive organization. Nevertheless as concern the perceptive decentration capacity, the results do confirm the hypothesis. Therefore the logo activity in nurse school upper section has no repercussion on the general cognitive
Petitgirard, Jean-Yves. "Le traitement de l'anglais oral dans un environnement informatique interactif multimedia." Chambéry, 1999. http://www.theses.fr/1999CHAML001.
Full textComputer based teaching which grew out of automated teaching has been one of the central issues of the past twenty years. The increasing use of computers in education has opened up a new series of possibilities for both the teacher and the learner of english. However, although many of the questions raised by the initial technological breakthrough are still pertinent, the rate of development has in many ways modified the situation. While at the beginning computer based learning applications were essentially text based, the development of multimedia allows us to incorporate sound and images into the learning process. Perhaps the most telling developments have been the standardisation of formats along with the increasing use of the cdrom. In order to provide the learner with original exercises any development of computer tools must take into account the latest possibilities offered by information technology such as direct access, simulation and interactivity. An analysis taking into account on the one hand the processing of speech by machine and on the other hand the salient features of aural comprehension will allow us to construct a structure for the teaching and the learning of the latter competence which will be based on quality, quantity, strategy and communication. For each of these categories interactive multimedia computer based teaching offers a number of advantages. In particular it allows a double approach, that is to say : * at the level of the application taking into account the learner's specific needs and the various options available * at the level of the specificity of the interactions the learners will have to deal with. It is particularly at this last level that a wider range of innovative activities most of which only possible using information technology can now be designed
Books on the topic "Éducation – Informatique"
Eimerl, Kamila. L' Informatique éducative: Cheminements dans l'apprentissage. Paris: Colin, 1993.
Find full textQuébec. Ministère des Communications. Bibliothèque Administrative. Nouveautés de la Bibliothèque Administrative: Administration et Gestion; Communications et Informatique; Droit; Éducation; Travail. S.l: s.n, 1986.
Find full textMeynard, Francis. Les fables informatiques. Montréal, Qué: Éditions Logiques, 1989.
Find full textPelgrum, Willem J. The use of computers in education worldwide: Results from the IEA "Computers in education" survey in 19 educational systems. Oxford: Pergamon Press, 1991.
Find full textHarvey, Pierre-Léonard. La nouvelle éducation: NTIC, transdisciplinarité et communautique. Sainte-Foy, Qué: Presses de l'Université Laval, 2001.
Find full textRiopel, Martin, and Patrice Potvin. Utilisation des technologies pour la recherche en éducation scientifique. Québec [Que.]: Les Presses de l'Université Laval, 2009.
Find full textConférence Environnements informatiques pour l'apprentissage humain (2003 Strasbourg). Environnements informatiques pour l'apprentissage humain: Actes de la conférence EIAH 2003 Strasbourg, 15, 16 et 17 avril. Paris: INRP, 2003.
Find full textEnvironnements, informatiques pour l'apprentissage humain (2003 Montpellier France). EIAH 2005: Actes de la conférence EIAH 2005, Montpellier 25, 26 et 27 mai. Lyon: Institut national de recherche pédagogique, 2005.
Find full textJohn, Olson. Schoolworlds/microworlds: Computers and the culture of the classroom. Oxford: Pergamon Press, 1988.
Find full textBook chapters on the topic "Éducation – Informatique"
Letouzey, Daniel. "Cédéroms, Art, Histoire, et Éducation." In Histoire et informatique III, 169–77. Éditions de la Sorbonne, 1998. http://dx.doi.org/10.4000/books.psorbonne.65294.
Full textConference papers on the topic "Éducation – Informatique"
Denise, Fabien, Catherine Cléder, Sylvie Girard, and Isabelle Audras. "Introduction d'un compagnon dans un logiciel éducatif en classe." In the Ergonomie et Informatique Avancee Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1868650.1868656.
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