Variation of pupils' digital representation in the School by time spacing between 2008 and 2018. Putting in perspective three case studies in France ; Variations de la représentation des élèves sur le numérique à l'École en fonction des espaces-temps entre 2008 et 2018. Mise en perspective de trois études de cas en France

Abstract

Achieving digital techniques for school learning is one of the digital challenges for education. The techno-pedagogical approach is limited to grasping the dynamics of this process. Studies conducted several years apart show a significant weakening of the role of digital in secondary students' representations of the School. Our article asks how digital schooling influences the representation that young people build from digital to school. ; One of the main issues about using digital technology for learning purposes at school regards its inclusion by students. The techno pedagogical approach showed its limits and, several studies conducted 10 years apart reveal that French students from middle and high school allocate less space to digital technology in the representations that they have of schooling. Based on these findings, this paper examines how the representation that students are building up about digital technology at school gets influenced by the way technology is schooled. ; Achieving digital techniques for school learning is one of the digital challenges for education. The techno-pedagogical approach is limited to grasping the dynamics of this process. Studies conducted several years apart show a significant weakening of the role of digital in secondary students' representations of the School. Our article asks how digital schooling influences the representation that young people build from digital to school. ; L'appropriation des techniques numériques à des fins d'apprentissages scolaires constitue l'un des enjeux du numérique pour l'éducation. L'approche techno-pédagogique trouve ses limites pour appréhender la dynamique de ce processus. Des études conduites à plusieurs années d'intervalle montrent un affaiblissement significatif de la place du numérique dans les représentations que les élèves du secondaire se font de l'École. Notre article interroge la façon dont la scolarisation du numérique influence la représentation que les jeunes se construisent du numérique à l'école.