Dissertations / Theses on the topic 'Technologies de l'information et de la communication pour l'éducation – Sénégal'
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Métivier, Jessica. "Le développement professionnel en réseau pour l'enrichissement de l'environnement d'apprentissage d'une classe de niveau élémentaire du Sénégal." Master's thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/25909.
Full textFollowing the model of the Quebec Networked School, this study focuses on the networked professional development activity of an hybrid nature of a Senegalese teacher for the enrichment of students’ learning environment. Our attention is focused on the feasibility of such an initiative, given its emerging nature and bottom-up level, applying an ethnographic analysis. This thesis also examines the conditions for innovation minimally required to achieve the professional development activity, as well as the teacher's participation levels in the networked community of practice put in place. Actions and operations, carried out by the teacher involved in the different types of activities in which he participated, are identified. In addition, this work highlights the potential benefits for the teacher and students perceived by local school actors.
Mbodj, Mar. "Apprentissage collaboratif : analyse du discours écrit d'étudiants sénégalais partant des principes du Knowledge Building et de scripts flexibles dans deux situations éducatives soutenues par des plateformes numériques distinctes." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69505.
Full textTeaching and learning situations have been evolving, notably through the paradigm shift towards the learner, initiated by socioconstructivist theories and digital technologies. Today a particular interest is directed on studies related to classroom situations where innovative and complex approaches based on technology-instrumented practices are implemented. This opens new avenues in educational research, especially by questioning technological tools as artifacts for use in teaching, learning and school administration. An important literature on collaborative approaches, centered on learners' written or verbal interactions, has developed in the framework of these uses. In the context of higher education in Francophone Africa, these uses are very limited or non-existent. Thus, the major challenge becomes that of engaging groups of learners in written interactions of a collaborative nature, around complex questions in this specific context in which, as in other countries of the world, they face a pedagogical renewal marked by the adoption of a new system, the use of a competency-based approach and the integration of digital tools and environments in educational situations. This is at the origin of our study, which focuses on collaboration, more specifically on written interactions, using Knowledge Building as theory. Our study is therefore anchored in the practices of the CSCL domain. We explored the interactions and the way groups of individuals produced knowledge together in instrumented pedagogical situations progressively designed to this end. We launched an experimental approach inclusive of 3 iterations involving three student cohorts from 2015 to 2019. Two pedagogical situations were set up and, in each of them, three teams of six or seven members interacted as a Knowledge Building Community (theoretical axis), using the principles of Knowledge Building and also collaborative scripts on two distinct digital platforms (technological axis). Data were collected using different sources and gathering tools. The methodological approach, Design Research (McKenney & Reeves, 2012), guided the experimentation and made it possible to iteratively question each intervention with a view to progressively refine the system. Our study led us to the formulation of an interaction analysis grid, an innovation anchored in data collected within a singular context involving learners with little information about instrumented collaborative practices. The study presents different categories that make it possible to qualitatively analyze, in a similar context, the written interactions of groups of learners engaged in a collaborative process focused on knowledge Building. Our study has also established the need to act on two mechanisms for a sufficient appropriation of the Knowledge Building principles leading to coherent written interactions of a collaborative nature, namely collaborative scripts and written note production functionalities of technological environments. Finally, our study adds to design-based research works focused on the use metacognitive tools that make it possible to act on learners' understanding of the process to be undertaken individually and also with others.
Lodombe-Mbiock, Olga Marlyse. "Conditions stratégiques d'appropriation des usages des technologies de l'information et de la communication pour l'accès à la société de l'information et de la communication : cas de l'Afrique francophone : Cameroun, Gabon et Sénégal." Bordeaux 3, 2008. http://www.theses.fr/2008BOR30073.
Full textThe fast progress of the technology of the communications and transport, which cause a drop in the costs of the goods, the capital, the people and the information, supported the emergence of the information society, thanks to the speed to which information is gathered and transmitted. The reality of this society in many countries all over the world allowed UNESCO and the UNCSTD (United Nations Center for Science and Technology for Development) to establish criteria making it possible to measure its state and its evolution. French-speaking Africa, territory of our study, appears there late because of many obstacles: technological, political and institutional, legal and ethical, sociocultural and financial. This has as a consequence an insufficient integration of the ICT in socio-economic, educational, and public administration’s contexts. But, the role of the ICT like factor of development, which should result in the installation of new competences into French-speaking Africa, appears still limited by the lack of qualified human resources. If the reasons of this explanation are sought, one can find them in the deficit of the public investments and deprived, which raises the question of the public policies
Lacasse, Michel. "Utilisation des technologies de l'information et de la communication en contexte d'école à la maison." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28067.
Full textMany parents decide to educate their children themselves. In the province of Quebec, these parents must, according to the law, offer an equivalent experience to what is offered or lived in school. The resources normally available at school are not necessarily the same as those available to parents at home. However, they can count on the contribution of information and communication technologies (ICT). In this study, we focused on: a) knowing what ICTs are used by all members of a home schooling family and for what purposes; (B) what would, in the opinion of the teaching parents, be further developed; C) understand how teaching parents perceive their use of ICTs and how their perceptions of ICTs have changed since schooling they homeschool; and (d) how ICTs used by teaching parents and their children could connect with other settings (eg, another homeschooling family). In order to do this, a qualitative approach combining observation sessions with semi-directed interviews was adopted with two homeschooling families. The results show that, according to different developmental factors (age, mother tongue, interests, etc.), the increasing availability and development of ICTs (social media, online resources, etc.) facilitate connections between different environments influencing the child by facilitating networking with resource persons and enabling teaching parents to work from home. This allows them to act consistently with their values, beliefs, motivations, etc., which influences them in their choice of starting or continuing homeschooling.
Lodombé, Mbiock Olga Marlyse. "Conditions stratégiques d'appropriation des usages des Technologies de l'Information et de la Communication (TIC) pour l'accès à la société de l'information. Cas de l'Afrique francophone : Cameroun, Gabon et Sénégal." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2008. http://tel.archives-ouvertes.fr/tel-00409345.
Full textL'Afrique francophone, territoire de notre étude, y apparaît en retard en raison de nombreux obstacles : technologiques, politiques et institutionnels, juridiques et éthiques, socioculturels et financiers. Ceci a pour conséquence une intégration insuffisante des TIC dans le tissu socioéconomique, éducatif, d'administration publique, etc. Or, le rôle des TIC comme facteur de développement, qui devrait se traduire par la mise en place de nouvelles compétences en Afrique francophone, apparaît encore limité par le manque de ressources humaines qualifiées. Si l'on recherche les raisons de cette explication, on peut les trouver dans le déficit des investissements publics et privés, ce qui pose la question des politiques publiques. Notre travail consiste d'une part, à examiner l'action des politiques publiques dans l'instauration d'une société de l'information en Afrique francophone et, d'autre part, à déterminer les conditions stratégiques (moyens) à prendre en compte pour que se développe une appropriation des usages des TIC par les citoyens d'Afrique francophone, en vue de l'accès de cette région du monde à la société de l'information.
Plante, Patrick. "Pour une problématisation de la technologie en éducation : propositions théoriques pour un espace pédagogique alternatif de la technologie." Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30108/30108.pdf.
Full textGuinko, Tonguim Ferdinand. "Approche basée sur des patrons pour concevoir des logiciels d'enseignement adaptés aux technologies du Web." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27251.
Full textWeb applications in general have experienced significant technological developments over the last two decades and with them the habits and expectations of the generation of men and women called The Digital Generation. Paradoxically to these technological and behavioral changes, e-learning software (ELS) does not quite follow the same curve of technological change. Indeed, its design model remained so static that its pedagogical usefulness is questioned by pedagogical experts who say that current ELS does not take sufficient account of educational theory. So how to improve the inclusion of pedagogical requirements in the ELS design process? There are several approaches to designing robust ELS. However the use of pattern concept in this design process is of great interest to both educational experts as well as experts in software engineering. The pattern concept allows ones to capitalize on the experience of ELS design experts and also simplifies the software design process, thus also reducing the design process cost. A comparison of patterns-based ELS design processes in the litterature has shown that there is no collaboration framework for the ELS design team, that is to say, educational specialists and software engineers. There is also a lack of important steps in the proposed software life cycles which may not be rigorously described to allow the design of efficient ELS. Finally patterns used in the design process of ELS meet either educational or software requirements but not both. As a solution, this thesis proposes a design approach to designing pattern-based ELS suited to Web technologies. More specifically, this thesis primarily proposes a pattern-based systematic approach, showing what should be the sequential steps for designing an ELS that meets pedagogical requirements. Furthermore this thesis also proposes a repository of 110 patterns that are used in the approach. These patterns can easily be found using the pattern search guide proposed in this thesis. The design approach was validated with two application examples to conclude that firstly the ELS design approach is realistic and secondly, that the patterns are valid and functional. The proposed ELS design approach is original and differs from those found in the literature as it is entirely based on the pattern concept. The approach also allows the ELS engineer to take into account the educational requirements. It is generic because it is independent of any hardware or software platform. However, the process of educational requirements translation is still not very intuitive nor very straight forward. Further work must be done to complete the results obtained, in order to bring usable artifacts from pedagogical requirements to software engineers. A pattern-based metamodel for ELS design that will allow the definition of a typical modeling language for ELS design, or the development of a more intelligent method for patterns search in a large directory is also considered. Adding patterns that will help adding a semantic layer at the ELS could be considered. This semantic layer will not only adapt pedagogical scenarios but will also automates the process of adaptation to the needs of a particular student. Finally another futherwork that can be addressed is how the transformation of proposed patterns in ontologies that can help facilitate the assessment learner’s knowledge in order to provide him structured and useful information for his learning process.
Sissoko, Maïmouna Touré. "De la radio pour l'éducation à l'utilisation des TIC par les élèves et enseignants de lycées : contribution à l'analyse de l'expérience malienne." Paris 5, 2010. http://www.theses.fr/2010PA05H039.
Full textIn the mid-1990s , Africa began to show its interest for what is now called Information and Communication Technologies ( ICT ). All sectors of development have been concerned, one of the most emblematic being education. This research has aimed at contributing to the analysis of the use of ICT in education in Mali. Having a rather exploratory nature, it focuses on two distinct moments : that of radio in the 1960s and that of information technology and communication in the 2000s. For this period , particular attention has been paid to general secondary education, an area about which not much scientific research has been so far published. This analysis has shown that the experiences related to technology made in the past seem to show similar patterns of development to what is currently happening to such an extent that one could almost substitute the word "ICT "to the word "radio ". Our data from the analysis of telecommunication development also show that the technological revolution experienced by Mali today is more akin to mobile telephony than to the Internet. Our case study on the introduction and use of Information Technologies and Communication in Malian public and private high schools and in cyber cafes reveals remarkable innovation at both the school administration , among students as among teachers. However, the situations are very varied according to schools and risks of a growing digital divide exist
Ngono, Marie. "Intégration des technologies de l'information et de la communication dans l'enseignement secondaire au Cameroun : point de vue des enseignantes et enseignants des collèges et lycées de la ville de Yaoundé." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28326/28326.pdf.
Full textIn the company of growing information, communication and information technologies are regarded as a homogenizing factor and the best investment for an improvement of the school output and to ensure the equal opportunity. Also, it does not matter their social membership, the people called to move ahead in this company will have to compose with these technologies. Beyond this more or less disputed assertion, the majority of the studies recognize that the teachers still meet various obstacles in daily practice to integrate them suitably like teaching aids daily. The consequence is a weak teaching use. The present study, founded on a both constructivist and systemic approach explores a way of clarification of this learning weakness in order to stimulate the use of ICT in secondary education in Cameroun. Through the methodology of the flexible systems, the study supposes that the interactions between the provisions taken up to that point and the requirements to carry out the teaching integration of the ICT in the indicated sector constitute the starting point of the perceived problematic situation. In other words, the complexity of these interactions fades on the evolution of the aforesaid process. This situation is examined starting from the experiment of 58 teachers of the colleges and colleges of the town of Yaounde in Cameroun. The results of the investigation show that, “the project of integration” of the ICT, is not only blocked by the insufficiency of the devices set up, but also that indeed, the complexity of the interactions between the structures and the processes has an unquestionable influence there. The results show, moreover, certain principles which would facilitate the evolution of the process.
Coumare, Mamoudou. "La formation à distance (FAD) et les technologies de l'information et de la communication pour l'éducation (TICE) au service de la professionnalisation des enseignants au Mali : une approche évaluative de dispositifs expérimentaux." Rouen, 2010. http://www.theses.fr/2010ROUEL023.
Full textThe training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC). Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained. The proliferation of types of schools (public, private, community, basic schools, village schools, etc. . . ) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations. To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali. The FIER program has positioned relative to the use of radio in the training of primary teachers and their coaching staff and the integration of ICT in the faculty development offering training to teachers in MFI to offer them opportunities for self-training through the use of ICT, as the project Cyber_Edu who has also chosen to promote ICT and digital pedagogy in the training of teachers and trainers. These projects have undoubtedly saved the results in the pursuit of these goals, but if it remains questionable particularly as regards ICT integration and digital teaching and learning in the professional practices of teachers. Indeed, the analysis shows that these experiments have not been without difficulties, difficulties that have marred the results to be achieved. Among the many difficulties that have hampered the operationalization of one or other of these projects, the study pointed to the quality of the equipment, motivation of players and their effective involvement of beneficiaries, due to a poorly defined political vision and level of preparation that has not taken sufficient account of the socio-economic field from the point of view of the technical architecture and educational devices. Hence the gap between rhetoric and political stances in favor of the country’s integration into the information society and knowledge economy in which the school should be the crucible and the integration of this vision into policies and development plans in general and particularly in the development of sector education and training. Without the definition of a political vision sufficiently clear and coherent, the golden age of the Distance Education (ADF) and the Information Technology and Communication for Education (ICTE) in Mali is not for tomorrow. The first and main contribution of this research, the second being really not, especially since it is a commonplace on the importation of all initiatives and development activities, without however, that they are likely to spur a real momentum of development. The main reason, as it appears in the analysis of the devices mentioned here, is that scientific rigor befitting the establishment and implementation of such innovation is not the most often observed in its principles and its conditionalities. This raises the need to rethink the North-South scientific cooperation in the direction of a true intellectual and financial involvement of countries likely to spread, and to the goals of development and empowerment
Djossa, Adoun Medetongnon Alfred Serge. "Les technologies de l'information et de la télécommunication (TIC) pour la promotion de la santé sexuelle et reproductive (SSR) au sein des jeunes des Premières Nations du Québec : faisabilité et pistes d'intervention." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26815.
Full textThe distribution of sexually transmitted infections (STIs) and HIV / AIDS prevalence in Canada presents large inequalities between different socio-cultural groups. Aboriginal people are, among the population, which pay the heaviest price. The First Nations of Quebec and Labrador Health and Social Services Commission (FNQLHSSC) has identified sexually transmitted infections, including HIV/AIDS, as a priority health issue. The Aboriginal Strategy on HIV / AIDS estimates that to be effective, interventions to prevent HIV / AIDS must target various groups, among which Aboriginal youth is a particular target. In this sense, the familiarity of the younger generation with technology positions especially the use of information and communications technology (ICT) as a highly promising avenue for HIV / AIDS prevention among adolescents and young adults. We conducted a knowledge synthesis in this innovative field following the methodology suggested by the Cochrane Collaboration to highlight the effectiveness and the adoption factors of interventions using ICT for the prevention of STIs/HIV/AIDS and for the promotion of sexual and reproductive health among adolescents and young adults. The results of this systematic review were used to develop and conduct, in partnership with the FNQLHSSC, a research project aiming at studying the feasibility of interventions using information and communication technologies (ICT) to promote sexual health among adolescents and young adults of Quebec First Nations (FN) communities. As a complement to this feasibility evaluation, a study was conducted in order to formulate exhaustive recommendations for the development of evidence-based interventions that also take into account the characteristics of the target population. This study aimed to identify the factors underlying condom use among 13-18 year olds from FN communities of Quebec. We discussed in this thesis the results of those studies, as well as various issues of our research partnership with the FN stakeholders who participated in our project. The practical implications of our results, in terms of research and intervention, are to be discussed with our main partner, the FNQLHSSC, in order to maximize benefits for the populations of PN.
Hamel, Marie-Desneiges. "Analyse historico-culturelle et développement d'un programme de type "un portable, un élève" : (PROTIC, programme dans une école secondaire)." Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25514.
Full textThis study focuses on PROTIC, a one-to-one laptop program implemented in a Quebec secondary school since 1997. A cultural-historical analysis of the program addressed the question of its model of practice, and its development. The first stage was to analyze the discourse written collaboratively by former cohorts of preservice teachers who did their practicum in this setting. Used as mirror of teachers’ practice, the data served to fuel teachers’ reflections during focus groups. Data collected at these meetings, as well as literature related to PROTIC, were used to document the evolution of the program. Data also served to highlight remaining tensions regarding the implementation of the program. A new understanding emerged regarding PROTIC’s challenges as regards its future. Education stakeholders wanting to transform schools as learning environments in the digital age are likely to be interested in the PROTIC case.
Hould, Patrick. "Le soutien à l'apprentissage et à l'exercice d'une pédagogie intégrant les TIC : une recherche-action de type évaluative réalisée dans une institution secondaire au Québec." Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25191.
Full textIn 2008, UNESCO published the document ICT Competency Standards for Teachers (ICT-CST), in which it is strongly suggested that teachers integrate the use of information and communication technologies (ICTs) in their teaching to better prepare students for the challenges facing them in the 21st century. Understood in this context, it would appear that the professional development of teachers already working within the school system and who desire attaining this level of educative interaction, is as important as ever. This thesis is supportive of those secondary school teachers who desire to integrate the ICT program “One Student - One Laptop” in their classroom.
Duran, Correa Maria Isabel, and Correa Maria Isabel Duran. "Coconstruction du discours écrit d'élèves de l'ÉÉR supportée par l'utilisation des échafaudages du Knowledge Forum." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37802.
Full text« En peu de temps, les technologies de l’information et de la communication sont devenues l’un de piliers de la société moderne » (UNESCO, 2004, p.3) et cela entraîne des débats approfondis sur leur intégration au milieu scolaire. Nous nous intéressons à l’apprentissage en réseau en tant que pratique pédagogique novatrice qui répond aux besoins des élèves d’aujourd’hui. Cette recherche se loge sur le forum électronique du projet École Éloignée en Réseau, soit le Knowledge Forum. Des échafaudages insérés au forum supportent les élèves dans le développement de leurs compétences en partant du langage (Wood et al. 1976; Pea, 2004) représenté ici par l’écriture. Ils permettent aux élèves d’identifier la nature de leurs publications, dans le but d’organiser leurs idées et de réfléchir sur les connaissances (Land, 2004) qu’ils coconstruisent à partir des interactions écrites. Cette étude nous amène à nous questionner sur l’utilisation faite des échafaudages et sur la coconstruction du discours explicatif/transformatif supportée par cette utilisation. Notre recherche montre que tous les échafaudages ont été utilisés et que la majorité du temps les élèves choisissent de façon cohérente les échafaudages en lien avec le contenu de leurs publications. En outre, les résultats illustrent d’une part que « Ma théorie » est l’échafaudage le plus populaire, et d’autre part que les échafaudages « Cette théorie ne peut expliquer » et « Une meilleure théorie » commencent à être utilisés par les élèves du primaire. Ces résultats nous amènent à nous intéresser profusément à la place de ces deux échafaudages moins utilisés puisqu’ils sont des indicateurs d’un discours davantage collectif. Notre recherche révèle également que les élèves se sont appuyés sur l’utilisation des échafaudages pour créer des notes afin d’expliquer des informations factuelles ainsi que de brèves explications supportées par des faits, c’est-à-dire qu’ils ont relié les échafaudages aux explications coconstruites.
“In a short time, Information and Communication Technologies have become one of the pillars of modern society” (UNESCO, 2004, p.3) and this entails in-depth debates on their integration into the school environment. We are interested in networked learning as an innovative teaching practice that meets the needs of today's students. This research is based on the electronic forum of the Remote Networked School initiative, the Knowledge Forum. Scaffolds inserted in the forum support students in the development of their skills by using language (Wood et al., 1976, Pea, 2004) in a written form. They allow students to identify the nature of their publications, in order to organize their ideas and to think about knowledge (Land, 2004) that they co-construct from written interactions. This study, therefore, seeks to analyse the use made of scaffolds and the co-construction of the explanation discourse supported by this use. Our research shows that all scaffolds were used and that students consistently choose scaffolds related to the content of their publications. In addition, the results illustrate that "My theory" is the most popular scaffold, and secondly that scaffolds "This theory cannot explain" and "Better theory" are starting to be used by elementary school students, thus engaging into collective knowledge somehow deeper. These results lead us to take a deep interest in the place of these two less used scaffolds. Our research also reveals that students relied on the use of scaffolds to create notes to explain factual information as well as brief explanations supported by facts, which is to say that they linked scaffolds to co-constructed explanation.
“In a short time, Information and Communication Technologies have become one of the pillars of modern society” (UNESCO, 2004, p.3) and this entails in-depth debates on their integration into the school environment. We are interested in networked learning as an innovative teaching practice that meets the needs of today's students. This research is based on the electronic forum of the Remote Networked School initiative, the Knowledge Forum. Scaffolds inserted in the forum support students in the development of their skills by using language (Wood et al., 1976, Pea, 2004) in a written form. They allow students to identify the nature of their publications, in order to organize their ideas and to think about knowledge (Land, 2004) that they co-construct from written interactions. This study, therefore, seeks to analyse the use made of scaffolds and the co-construction of the explanation discourse supported by this use. Our research shows that all scaffolds were used and that students consistently choose scaffolds related to the content of their publications. In addition, the results illustrate that "My theory" is the most popular scaffold, and secondly that scaffolds "This theory cannot explain" and "Better theory" are starting to be used by elementary school students, thus engaging into collective knowledge somehow deeper. These results lead us to take a deep interest in the place of these two less used scaffolds. Our research also reveals that students relied on the use of scaffolds to create notes to explain factual information as well as brief explanations supported by facts, which is to say that they linked scaffolds to co-constructed explanation.
Trépanier, Chantal. "Premiers effets de l'usage de iPad sur les systèmes d'activité d'élèves et de conseillers d'orientation en contexte d'alternance au secondaire." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30355/30355.pdf.
Full textThe study examines the initial impact of simultaneous integration of a co-op/work experience and the use of the iPad in a secondary regular education program. More specifically, student activity and guidance counsellor activity in this «connected school» are examined. This new learning model highlights the guidance counsellor’s input during the deployment of the FAST project (formation en alternance science-technologie) as well as the transformation of individual and group interventions in class. According to Engeström’s (1987) activity theory, contradictions have arisen during the analysis of student discourse with regard to the use they made of the tool and their perceptions of its affordances for their own learning. Seidel and Perez’s (1994) model has, in turn, help identify the level of exploitation of the iPad that students reached and revealed their sense of confidence towards the tool. Moreover, the presence of the digital tablet in their learning environment has encouraged them to behave in a favourable manner as well as seeded a need to learn differently. Key words: iPad, co-op/work experience (co-op/ internship experience), connected school, students, career (guidance) counsellor, Activity Theory, transformation, career (guidance) counselling practices, learning differently
Gardy, Philippe. "L’évaluation en didactique de la traduction et l’intégration des outils technopédagogiques : étude qualitative et expérimentation." Doctoral thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/25951.
Full textThis research project, an explicit example of action research, has a three-fold objective: First, to study current assessment practices in translation teaching in Canada. Secondly, to define – with regard to the state of research in educational sciences, and notably in a constructivist perspective – the key factors of successful assessment in translation teaching. And lastly, to study the potential contribution of integrating information and communication technologies into the process of evaluating students’ work. The general objective is to propose an assessment methodology that may serve as a true learning tool, while at the same time taking into account the real conditions in which the teaching and translating professions are exercised. The first part of the work is based on information gathered from 32 teachers and 357 translation students concerning their assessment practices and their perceptions related to this process. The second part presents the lessons drawn from analyzing the results of an experiment conducted with 88 students in which video was used to provide feedback on their work instead of the traditional paper assessment. It emerges from the first part of the paper that the assessment methods currently in use have not significantly evolved compared to those that were prevalent in the 20th century. These methods are used in an almost monolithic way, independent of the progress of students in their course of study. In addition, assessment does not seem to constitute a subject of exchange and discussion within the teaching community; it seems rather to constitute a source of stress. Moreover, it appears that the positive perception of assessment that students have at the beginning of their studies tends to wear off over time, giving way to a kind of disillusion by the time students near the end of their studies. Students point the finger at an insufficient amount of feedback, feedback which is frequently illegible. The second part of the study highlights the measurable contribution of using screen capture feedback, with regard both to students’ progress and to their satisfaction with assessment methods, particularly as concerns the two criticisms expressed earlier.
Labonté-Hubert, Émilie. "Les manifestations de transformation dans l'activité d'intégration du Knowledge Forum et de VIA dans la classe pléthorique burkinabè." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29870/29870.pdf.
Full textThis study focuses on the integration of ICT (@CTIF project), specifically Knowledge Forum and VIA, in Burkina Faso’s overcrowded classrooms. As the use of these tools must begin with teachers’ pedagogical intentions, this master’s thesis focuses specifically on transformation manifestations, namely tensions, taken by teachers in regard to the pursuit of ICT integration. Following the activity theory’s framework (Engeström, 1987), this research examines teachers’ activity, highlighting the complexity of integrating tools that come into tension with established practices and school context. The challenges emerging from our analyzes point to inherent tensions in overcrowded classrooms. Promising transitional actions are also highlightened as we uncovered how tensions were to be resolved to facilitate the integration of knowledge building in this context. Furthermore, this study offers suggestions such as community of practice to provide teachers an intellectual context favorable to proper integration of ICT.
Cadieux-Larochelle, Josée. "L'apprentissage de la littérature au collégial assisté par une technologie de réseau : un potentiel de métacognition, de créativité et d'approfondissement dans une communauté de lecture en émergence." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29076/29076.pdf.
Full textBoutin, Pier-Ann. "Processus d'amélioration des idées et discours collectif d'élèves du primaire : l'identification des ideés prometteuses et ses suites." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29918/29918.pdf.
Full textThis study takes place within the context of the Remote Networked School initiative, which began in 2002 to enrich the learning environment of small rural schools through a variety of means, including the use of Knowledge Forum (KF) to support the collective written discourse of students. Our focus is on a new feature of Knowledge Forum, called IPROM. This study is primarily interested in the students’ use of the tool as they select promising ideas. Special attention is given to students' understanding of the tool as a knowledge building affordance and to the teachers' perceptions of the tool's effectiveness. Our results show that as they used the IPROM tool, students increased the level of complexity of the questions they asked as well as improved the explanations they provided. We foresee several pedagogical implications likely to encourage knowledge building as a classroom process supported by this new tool.
Gaye, Doudou Sall. "Les impacts des Tics dans la formation aux métiers de l'information en Afrique de l'Ouest." Thesis, Paris 8, 2014. http://www.theses.fr/2014PA080041.
Full textThis research work is based upon the assumption that the ICTEs (Information and Communication Technologies for Education), Internet and other Information systems developments bring about a deep and fundamental change to the approach of the overall context of archive and documentation management in Africa. Our survey concerns the current development of information technologies in general and particularly the use of ICTEs in higher education in Africa, focussing on the mechanisms implemented at the School for Librarians in Dakar, Senegal, “EBAD” (École des bibliothécaires, Archivistes et Documentalistes de Dakar) and the way they are received by the African specialists. Such a significant digital upheaval necessarily implies new methodologies devised for “informational activities”, remote work and new know-hows in the processing, management, research and sharing of information. For that reason, African information and documentation specialists are now led to get involved and adapt to their new role of information mediators, which implies that they acquire and master new educational, informational, documentary and sociotechnical capabilities.This new role of African specialists is all the more necessary as the vast majority of our fellow citizens are illiterate (more than 60%, particularly in languages used by northern countries for the exchange of cultural resources and information).Now these capabilities can admittedly be acquired only by training; this is why we have set our goals through our three empirical studies: firstly, to review the current state of training in the African LIS, secondly by asking the specialists questions, to assess their practice of information and distance learning methods and to identify their own training needs. Thirdly, we are laying the base for the reflection on future prospects of jobs in the field of information / documentation in Africa, in complex and ever-changing environments
Hamel, Christine. "Prise de décisions individuelles et partagées des intervenants participant à l'École éloignée en réseau en matière d'innovation technologique, organisationnelle et sociale en région." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28257/28257.pdf.
Full textPerreault, Christian. "L'évaluation formative de la collaboration et de la créativité éclairée par des mesures sémantiques dans un contexte de coélaboration de connaissances." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29936/29936.pdf.
Full textTo succeed in developed societies of the 21st century, its citizens are called upon to develop “21st century skills”. Our study focuses on collaboration and creativity, two of the 10 competencies targeted by the ATC21S collective. Borrowing a participatory design methodology, we studied Knowledge Space Visualizer’s (KSV) affordances as perceived by students and teachers with some experience in using Knowledge Forum. We performed different semantic analyzes of the data gathered throughout six years of collaboration among all the classes participating in the Quebec Remote networked schools initiative. The results suggest that the KSV and different semantic measures could potentially support the development and the assessment methodologies of collaboration and creativity, particularly by providing more indicators to students and teachers and by strengthening the connection between ideas in and between the knowledge building communities that generate them.
Ezzayani, Asma. "Les technologies éducatives et leurs rôles incitateurs de la motivation scolaire : leur apport dans l'enseignement de la géographie au niveau secondaire." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30166/30166.pdf.
Full textThis study examines the impact of serious games at the motivation via the concept of reading geographic maps in the discipline of geography at the secondary level. This is to determine the different possible relations between motivation among secondary school students and the use of TIC, specifically serious games in the case of this discipline. A group of ten secondary school students participated in an experiment to examine their perceptions of the discipline of geography, as well as their motivational orientations and perceived skills. The results were interesting and confirm the ability of serious games to counter the problem of lack of motivation among secondary school students. The integration of serious games in the discipline of geography will be positively impacting and impose a new look on the attractiveness of its content.
Simard, Yanik. "L'efficacité de la formation à distance au niveau postsecondaire : une méga-analyse." Doctoral thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/29629.
Full textFaticati, Aurélie. "Le tableau numérique interactif : une intégration dans une communauté coopérative Freinet." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26929.
Full textThis study focuses on the use of ICT in education, specifically the Interactive Whiteboard (IWB). The research was conducted within the field mathematics with students in two primary Freinet-based classrooms. Housed in what is referred to as dialogical-based pedagogy, a pedagogy closely related to Freinet educational theory and practice, three units of observation were analysed according to three discussion types : cumulative, conflictual and exploratory. The purpose of the study was to understand the differing kinds of discussions students produced while using the IWB within a dialogically oriented pedagogical context to see the degree to which students discussions were exploratory (exploratory discussions being those said to most favour learning). To this end, a problem based-learning activity in geometry was collaboratively developed with two classroom teachers, then integrated into six student groups using the IWB. Our results denote some of the educational affordances of both the IWB and the web application (Tinkercad). This research foregrounds the complexities of considering a single analytical factor (discussion analysis) when looking at digitally based student learning.
Giannetti, Jessica. "Proposition de séquences didactiques intégrant des outils technologiques pour l'enseignement et l'apprentissage de l'écriture au secondaire québécois." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/27992.
Full textWe conducted a development research in which were created two teaching sequences that aim at developing writing skills by integrating technological tools. The first sequence is themed around a promotional brochure and targets students of the first cycle of high school; the second sequence is built around the creation of a letter of motivation and aims students of the second cycle of high school. To create relevant sequences that are theoritically supported by didactical principles, we reviewed the litterature from a corpus of papers written mainly by French didacticians and from articles published in Repères and Pratiques, two reviews dedicated to French didactic. This corpus was made up of 50 papers written principally between 1995 and 2015 and were analyzed with the use of fact sheets. Special attention was given the functionalities of the selected technological tools - the software Antidote, the collaborative writing platforms Padlet and Google Documents - and to their contributions and limitations on teaching and learning how to write, as our goal consisted of proposing ways to integrate them in the teaching of writing. The presented teaching sequences are thus built around didactical principles and seek to give added value to those technological tools.
Angulo, Mendoza Gustavo Adolfo. "Renforcer la présence en formation à la recherche dans le deuxième cycle universitaire par les communautés d’apprentissage : encourager la collaboration pour moduler la distance pédagogique." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66683.
Full textThis doctoral research aims to determine how an increased presence can help to modulate the educational distance in a context of learning the scientific research process in master's degree programs. In other words, the main goal is to determine if, and in what way, the social interactions taking place in a technology-mediated community can lessen the difficulties associated with educational distance and how these interactions would support the learning of scientific research process. The reference framework for this study consists of two essential concepts: educational distance (Jacquinot, 1993; Moore, 1993; Moore et Kearsley, 2011) and presence (Jézégou, 2012; Shin, 2002). From these concepts we developed an analytical framework that we called "global transactional presence in a graduate level community". This study aims to document a global and emerging portrait of these elements in a rarely studied context, namely research training in master's degree programs. From an interpretive and comprehensive perspective with an exploratory, but also descriptive and explanatory scope, this research is based on a case study that took place in a community of research and mutual aid in a North American Francophone university. This community aims to develop graduate students' scientific skills, support their research work and gradually integrate them into the professional community. For this research, the main source of empirical data is transcripts of semi-structured interviews with 15 students and 4 faculty members. The data collection was supplemented by observations of activities taking place in synchronous meetings (face-to-face or online) and discussions in asynchronous thematic forums. A mixed content analysis method was used including quantification of code co-occurrences and an interpretative analysis of participants' comments. The study shows that, in a context of research training in master's degree programs, increasing the global transactional presence through interactions within a technology-mediated community promotes studentresearchers' perceptions regarding the availability of peers and faculty and, in turn, reinforces the sense of connection between them. The study highlights the importance of peer interaction to support future researchers’ training in several dimensions: learning about the academic research process, scientific enculturation, socialization, psychological aspects, counselling and orientation needs. It identifies eight successful educational practices that can contribute to the development of student-researchers’ scientific skills: research clinics, presentations when milestones are achieved, training activities, writing workshops, closed symposia, forums, debates and reading clubs. Finally, it reports nine key conditions for a successful technology-mediated learning community for graduate research training: adherence to a socio-constructivist approach, sharing responsibility between faculty and students, definition of a disciplinary perimeter, planning of activities considering both present and online students, balance between individual and collective supervision, establishment of a structure promoting participation (frequency and duration of activities), developing skills to provide critical and constructive feedback, building a common knowledge base and promoting awareness of community activities.
Rousseau, Sabrina. "L'activité des gestionnaires du collégial en soutien à l'intégration des TIC en classe." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28126.
Full textPépin, Audrey. "Évaluation de la qualité des notes prises par des étudiants universitaires dans les modes numérique et manuscrit." Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67002.
Full textCette étude s’est intéressée à la prise de notes (PDN), outil d’apprentissage très important dont le processus permet la mémorisation et l’appropriation des informations et le produit, la constitution d’une mémoire externe (pour mémorisation ultérieure), chez les étudiants universitaires. Elle s’est plus spécifiquement intéressée aux notes prises dans les modes numérique et manuscrit, ce qui est d’actualité, car la mise en place du Plan d’action numérique en éducation et en enseignement supérieur depuis 2018 implique en effet une utilisation plus grande du numérique dans les classes (Gouvernement du Québec, 2019). Or, cette intégration du numérique suppose une interaction entre l’apprenant et la technologie (Li & Pow, 2011), ce qui signifie que le numérique pourrait avoir une incidence sur la façon dont les apprenants prennent leurs notes. Il s’impose alors d’analyser les habitudes de PDN des apprenants dans les modes manuscrit et numérique ainsi que l’incidence de ces façons de prendre les notes sur la qualité des notes et sur la performance. Pour ce faire, il faut notamment trouver un moyen d’évaluer la qualité de la PDN réalisée dans les deux modes. Les écrits scientifiques révèlent que des notes de qualité reflètent la macrostructure (MS) du discours source (DS), c’est-à-dire qu’elles sont organisées de façon claire et que les relations entre les idées principales et secondaires sont bien définies (Williams & Eggert, 2002). Afin d’évaluer la qualité des notes, nous avons élaboré une grille mettant en parallèle la MS d’un DS et celle des notes. Cette grille nous a permis d’analyser les notes prises dans les deux modes et de mettre ces notes, c’est-à-dire l’organisation et la sélection de leur contenu, en parallèle avec la performance à un examen afin de voir si la façon dont les apprenants prennent des notes dans les deux modes a un lien avec la performance à un examen.
Villeneuve, Nadya, and Nadya Villeneuve. "Usages des contenus numériques en orientation scolaire et professionnelle auprès des élèves du secondaire." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37844.
Full textPlusieurs spécialistes de l’orientation interviennent auprès d’une population adolescente, caractérisée par son utilisation multiple et fréquente d’Internet et des médias sociaux (Thoër et Millerand, 2017; CEFRIO, 2017). Or, quoique les sites web et Facebook des écoles offrent un environnement scolaire numérique avec des possibilités pour l’orientation scolaire et professionnelle (OSP) auprès des jeunes, leur usage reste à ce jour relativement peu documenté. Notre recherche s’intéresse aux usages numériques en OSP en milieu scolaire. Autant le rôle de l’OSP au sein du Programme de formation de l’école québécoise (OCCOQ, 2013; MELS, 2007) que l’influence des interactions communautaires dans les intentions d’avenir des jeunes (Law, 1981) servent de cadre de référence pour comprendre ces usages. L’objectif principal de cette recherche qualitative est d’explorer les usages des sites web et Facebook en OSP au sein d’une commission scolaire francophone et de ses établissements d’enseignement secondaire au Québec. Treize sites web (547 éléments web) et treize sites Facebook (1531 publications) d’une commission scolaire ont fait l’objet d’une analyse documentaire rigoureuse. Les résultats de la recherche indiquent que, pour les sites web et les sites Facebook, l’OSP se fait rare, sous-exploite les possibilités qu’offrent les sites, vise une population principalement adulte et offre très peu de visibilité. Les analyses permettent de dégager trois principaux constats : l’OSP tirerait profit à occuper l’environnement numérique scolaire auprès des jeunes, les formateurs auraient avantage à offrir de l’accompagnement aux professionnels de l’orientation et les spécialistes de l’orientation auraient intérêt à adopter une posture éclairée devant l’usage du numérique.
Many school counsellors work with a youth population that makes varied and frequent use of the internet and social media (Thoër & Millerand, 2017; CEFRIO, 2017). Although web sites and Facebook available in schools offer young people a digital environment with possibilities for educational and career development (ECD), their utilization is not yet widely documented. Our research interest is the use of digital resources for ECD in the school environment. The role of ECD in the Quebec school system’s program of education (OCCOQ, 2013; MELS, 2007) as well as the influence of community interactions on young people’s plans for their future (Law, 1981) serve as terms of reference for understanding their use. The main objective of this qualitative research is to explore the use of web sites and Facebook for ECD in secondary schools in a Quebec French school board. Thirteen web sites (547 web elements) and thirteen Facebook sites (1531 publications) from one school board were the subject of a rigorous documentary analysis. The results of this research indicate that ECD is rare on websites and Facebook sites, that it underutilizes the potential of the sites, that it is directed mainly towards an adult population and that it has very little visibility. The analysis provides three main findings: ECD would benefit from occupying the digital environment available to young people, training should be available to accompany guidance professionals in their use of digital media and school counsellors should adopt a positive posture towards these methods and towards the digital environment.
Many school counsellors work with a youth population that makes varied and frequent use of the internet and social media (Thoër & Millerand, 2017; CEFRIO, 2017). Although web sites and Facebook available in schools offer young people a digital environment with possibilities for educational and career development (ECD), their utilization is not yet widely documented. Our research interest is the use of digital resources for ECD in the school environment. The role of ECD in the Quebec school system’s program of education (OCCOQ, 2013; MELS, 2007) as well as the influence of community interactions on young people’s plans for their future (Law, 1981) serve as terms of reference for understanding their use. The main objective of this qualitative research is to explore the use of web sites and Facebook for ECD in secondary schools in a Quebec French school board. Thirteen web sites (547 web elements) and thirteen Facebook sites (1531 publications) from one school board were the subject of a rigorous documentary analysis. The results of this research indicate that ECD is rare on websites and Facebook sites, that it underutilizes the potential of the sites, that it is directed mainly towards an adult population and that it has very little visibility. The analysis provides three main findings: ECD would benefit from occupying the digital environment available to young people, training should be available to accompany guidance professionals in their use of digital media and school counsellors should adopt a positive posture towards these methods and towards the digital environment.
Donoso, Herrera Lizeth. "Télécollaboration et développement de la conscience métalinguistique de l'enseignant : analyse d'un projet mené auprès de futurs enseignants de FL2, locuteurs natifs et locuteurs non natifs." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66859.
Full textRecent studies on teachers’ grammar cognition have underscored the importance of developing teachers’ metalinguistic awareness (Borg, 2003a, 2003b; Andrews 1999, 2006). According to Andrews (2007b), one way to develop it is by making the best use of the oftencomplementary strengths of the language knowledge and skills of native speaker (NS) and non-native speaker (NNS) teachers, i.e., through collaboration between these two groups. In addition, research on telecollaboration in second language (L2) teacher education has suggested that the use of information and communication technologies (ICTs) may enable pre-service L2 teachers to create communication networks to virtually interact on topics related to language (Dooly, 2007; Mok, 2013). However, the development of teachers’ metalinguistic awareness through telecollaboration has been rarely analyzed and, to our knowledge, no study has analyzed the potential of telecollaboration in the development of pre-service French as a second or foreign language (FL2) teachers’ metalinguistic awareness. To fill this gap, a mixed methods study was conducted with the aim of analyzing the influence of a telecollaboration project between a group of pre-service teachers of French as a second language in Quebec, native speakers (NS) and a group of pre-service teachers of French as a foreign language, non-native speakers (NNS) in Colombia. The participants collaborated online for six weeks via two collaborative platforms: Google Docs and Wiggio, performing tasks related to the analysis and correction of FL2 student errors. The research questions that guided our study are the following: 1) What is the participants’ grammatical and metalinguistic knowledge, as measured by a test, before and after their participation in the proposed telecollaboration project? 2) Examined from the Activity theory perspective, does the proposed telecollaboration project promote the development of the teachers’ metalinguistic awareness, in its declarative and procedural dimensions? If so, in what way? 3) How do participants in this study perceive their participation in the telecollaboration project in terms of its objectives and outcomes? The data collected came from five main sources: a metalinguistic test administered before and after the project, online participant observation, the collaborative or individual documents produced as part of the online exchange, a questionnaire and interviews. The main findings were the following: (1) The pre-service FL2 teachers significantly improved their declarative knowledge of grammar after their participation in the project. In regards to procedural knowledge, all participants showed different degrees of improvement, depending on three main factors: a) their own involvement and that of their national and international peers in the tasks related to the project; b) the group dynamics, and c) the use and appropriation of the proposed technological tools. (2) Drawing on the perspective of Activity Theory (Engeström, 2001; Leontiev, 1979), analyses of three case studies showed that this project allowed participants to become aware of their own level of metalinguistic knowledge and of the importance of grammar in L2 teaching. (3) Findings also showed that the participants from Colombia and Quebec found that the project allowed them to improve their ability to identify, analyze and correct learners’ errors; to sensitize them to some common FL2 learner errors; to learn how to explain some grammatical structures; and to search for grammatical information. Finally, it can be concluded that telecollaboration between NS and NNS pre-service teachers, meet the claims of the sociocultural turn in second language teacher education (Johnson, 2006, 2009).
Maltais, Steeve. "Étude des préoccupations des techniciens en informatique dans le cadre du passage au système d'exploitation GNU/LINUX en milieu scolaire." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/24005/24005.pdf.
Full textThis study delineates the concerns of computer technicians pertaining to the integration of a new operating system (GNU/Linux). The study has the following aims: 1) to quantify and qualify the technicians concerns ; and 2) to examine whether or how these concerns might affect the ways in which recipients work within a new operating system. Four technicians undergoing an integration of the GNU/Linux operating system were interviewed. Interview questions focused technicians fears and concerns about the operating system as well as any elements that may – or may not – lead techniciens to not effectuate a system change. The results of the study show that the technicians had concerns in 3 particular phases (out of a potential scale of seven phases). Their concerns primarily revolved around the recipient, the organization and the experimentation itself. The study also shows that even if notable concerns are present, the technicians are still willing to implement the GNU/Linux operating system. Appeals to certain rules and what type of installation ought to occur (with respect to GNU/Linux) figured prominently.
Simard, St-Pierre Esther. "Exploration du travail d'une classe en réseau sur un objet partagé en situation d'arts plastiques." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27219.
Full textThis study was conducted within the context of the Remote Networked School (RNS) initiative in Quebec, Canada. An elementary classroom made use of a collaborative digital space (Knowledge Forum) for arts education. It supported the conduct of activities related to two shared objects, the appreciation of arts and crafts and the creation of an art object. This study focused on classroom discourse regarding these objects. Our results show that students were able to make contributions that advance their classroom discourse regarding the shared objects. By interacting with each other, they created knowledge artifacts and developed their own artistic language. Moreover, educational implications were drawn for encouraging students to participate during arts education activities using collaborative digital tools.
Martel, Véronique. "Émergence d'une communauté d'apprentissage en réseau à l'ordre primaire : l'activité de transformation d'un environnement d'apprentissage par la direction, les enseignants et les élèves (étude de cas)." Thesis, Université Laval, 2005. http://www.theses.ulaval.ca/2005/22874/22874.pdf.
Full textAllaire, Stéphane. "Les affordances socionumériques d'un environnement d'apprentissage hybride en soutien à des stagiaires en enseignement secondaire : de l'analyse réflexive à la coélaboration de connaissances." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23829/23829.pdf.
Full textThe changes in educational practices proposed by recent works in the learning sciences, the curriculum reform in the Province of Quebec and the possibilities offered by information and communication technologies (ICT) to support collaborative learning are contributing factors to the transformation of learning environments. Aspiring to prepare future teachers adequately to this reality, the study reports accounts of the perception and use of opportunities put forward to enhance and sustain high-school pre-service teachers’ collaborative reflective analysis process. The concept of affordance, to which we attributed a social meaning to the one coined by James J. Gibson (1979) and refined by Donald Norman (1983) and William Gaver (1991), was used as part of our framework. Design experiment was conducted with nine groups of students from the Fall 2002 term to the Winter 2005 term. Field experience was anchored to a networked learning community context where constructivist and social constructivist perspectives are important. Students’ participation to this context was sustained by multiple possibilities of interaction, social and digital, all along their trajectory. Results show that most of the affordances put forward were perceived accordingly to what was designed. They scaffolded integration and participation of students to the networked classroom context and they encouraged deliberative and emancipatory reflectivity (Van Manen, 1977). In some instances, the reflective analysis process was transformed into knowledge building (Bereiter & Scardamalia, 1993). Changes have been noticed in the vocabulary used by pre-service teachers from one group to another. Moreover, results unfold the potential of sociodigital affordances for deep learning. We noticed an increasing level of complexity in the questions addressed by students over time. As we conclude this research, we propose implications for designing learning environment and teaching teachers.