Literaturnachweis - Detailanzeige
| Autor/inn/en | Marquet, Pascal; Dinet, Jérôme |
|---|---|
| Titel | The first uses of e-learning facilities by the members of a school community. an example in a secondary school. Gefälligkeitsübersetzung: The first uses of e-learning facilities by the members of a school community: an example in a secondary school. |
| Quelle | In: Revue française de pédagogie, (2004) 146, S. 79-90 |
| Beigaben | Grafiken 1; Tabellen 12; Literaturangaben 28 |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0556-7807 |
| Schlagwörter | Vergleichsuntersuchung; Kommunikationstheorie; Familie; Neue Technologien; Sekundarschule; Lehrerausbildung; Lehrerfortbildung; Lehrerrolle; Experiment; Unterrichtsmethode; E-Learning; Informationstechnologie; Frankreich |
| Abstract | Three approaches can be identified in the history of the comparative studies concerned with by the impacts of ICT (the Information and Communication Technologies), according to various centers of interest: a technical-centered approach, a media-centered approach and finally, an approach centered on the instrument-mediated learning. In the study presented in this paper, we investigated the influence of a recent platform (called "ESV" for Etablissement Scolaire Virtuel) tested in a French experimental secondary school with an instrument- mediated learning approach. More precisely, we investigated the very first uses of e-learning as traces of the instrumental genesis of this platform by analysing didactic observations performed with certain teacher and by examining opinions of pupils and their parents obtained with several multiple choice-questionnaires. Three important results were obtained: first, teachers used this recent e-learning tool to increase their masterful position; second, this e-learning solution was used by pupils only as a way of getting information; and third, this e-learning tool was used by the parents as a means of acquiring an additional computer for their family. Far from an optimistic conception about the potential power of recent e-learning solutions, our results showed that the instrumentalisation of a new e-learning tool by the teachers influences the uses of e-learning facilities by the pupils and their families. By the light of these results, we make the hypothesis that the notion of "instrumental conflict" is able to explain the differences between pedagogical artefacts and the didactic artefacts implemented in a platform. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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