{"id":10573,"date":"2015-10-24T12:50:29","date_gmt":"2015-10-24T11:50:29","guid":{"rendered":"https:\/\/lyonelkaufmann.ch\/histoire\/?p=10573"},"modified":"2015-10-24T12:51:00","modified_gmt":"2015-10-24T11:51:00","slug":"ecrire-au-clavier-avant-de-savoir-lire-consequences-sur-lapprentissage-et-la-motivation-des-eleves","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/histoire\/2015\/10\/24\/ecrire-au-clavier-avant-de-savoir-lire-consequences-sur-lapprentissage-et-la-motivation-des-eleves\/","title":{"rendered":"Ecrire au clavier avant de savoir lire ? Cons\u00e9quences sur l’apprentissage et la motivation des \u00e9l\u00e8ves"},"content":{"rendered":"

\"\"<\/a><\/p>\n

Sur la base d’\u00e9tudes de cas en Norv\u00e8ge, Su\u00e8de, Finlande et Estonie ainsi que d’une \u00e9tude de Meeli Pandis dans le New Jersey, Bruce Dixon pr\u00e9sente quelques cons\u00e9quences\u00a0d’un syst\u00e8me scolaire ou de pratiques des jeunes \u00e9l\u00e8ves consistant, \u00e0 l’aide des outils technologiques actuels, d’apprendre \u00e0 \u00e9crire et d’\u00e9crire avant d’apprendre \u00e0 lire. Ici, la fin de l’apprentissage pr\u00e9coce de l’\u00e9criture scripturale est plus envisag\u00e9e comme une chance que comme une catastrophe notamment pour l’apprentissage de la lecture et \u00e0 propos de l’implication et de la motivation de jeunes \u00e9l\u00e8ves dans des t\u00e2ches complexes. D\u00e9coiffant !<\/strong><\/p>\n

As someone who has long provoked audiences with the suggestion that possibly we should let very young kids write on a keyboard before we teach them to handwrite, I was also very interested in a series of initiatives that built on that concept and were undertaken in Norway, Sweden, Finland and Estonia. \u00a0It was part of a\u00a0longitudinal<\/a>\u00a0study completed by\u00a0Arne Trageton\u00a0<\/a>\u00a0and reflected some very ambitious ideas around writing to read:<\/p>\n

Using the computer as a writing tool, instead of relying on complicated handwriting, made this \u201crevolution\u201d possible.\u00a0<\/em><\/p>\n

I believe, like Chomsky (1982), that writing is easier than reading, and should come first. Because handwriting is difficult for 5- to 7-year-olds, writing on the computer should come first, and the teaching of formal handwriting should be delayed until grade 3 (8-year-olds)\u2026..<\/em>\u2026they will, in addition, develop letter knowledge, use individual combinations of the phonics and whole language reading methods, and the understanding of the total text becomes meaningful language.\u00a0<\/em><\/p>\n

After reading their own texts, children advance to read unfamiliar meaningful texts produced by their peers, and from interesting books in the library.<\/em><\/p><\/blockquote>\n

While this is obviously still very early research work, it is encouraging to see this level of research which offers so much more scope and possibilities than so many of the clich\u00e9d \u2018apps\u2019 that litter tablet screens.<\/p>\n

Indeed at a recent conference in New Jersey a paper by Meeli Pandis showed further that the impact of having young children write on a computer as a literacy strategy resulted in higher writing levels, an easier pathway to reading, reduced reading problems, better motivation for both writing and reading..and better handwriting once they started at the later age. These are the sorts of ideas and findings we should be sharing with our faculty and our school communities to help them better understand what early childhood technology use might mean.<\/p>\n

This is a space that should command our attention, as there\u2019s so much we could be doing\u2026.and this is certainly is only the tip of the iceberg. To quote Trageton again, think of the research opportunities to find out\u2026.<\/p><\/blockquote>\n

Traduction rapide\u00a0:<\/p>\n

Comme quelqu’un qui a longtemps provoqu\u00e9\u00a0le public avec l’id\u00e9e que peut-\u00eatre nous devrions laisser \u00e9crire les enfants tr\u00e8s jeunes \u00e0 l’aide d’un clavier avant que de leur apprendre\u00a0\u00e0 \u00e9crire \u00e0 la main, je suis \u00e9galement tr\u00e8s int\u00e9ress\u00e9 par une s\u00e9rie d’initiatives construites\u00a0sur ce concept et entreprises en Norv\u00e8ge, Su\u00e8de, Finlande et Estonie. Cela faiit partie d’une \u00e9tude longitudinale compl\u00e9t\u00e9e par Arne Trageton et refl\u00e8te des id\u00e9es tr\u00e8s ambitieuses autour d’\u00e9crire pour apprendre \u00e0 lire\u00a0:<\/p>\n

Utilisation de l’ordinateur comme un outil d’\u00e9criture, au lieu de compter sur l’\u00e9criture complexe, rend\u00a0cette \u00abr\u00e9volution\u00bb possible.<\/p>\n

Je crois, comme Chomsky (1982), que l’\u00e9criture est plus facile que la lecture, et devrait venir en premier. Parce que l’\u00e9criture est difficile pour les 5 \u00e0 7 ans, l’\u00e9criture sur l’ordinateur devrait venir en premier, et l’enseignement de l’\u00e9criture formelle doit \u00eatre retard\u00e9e jusqu’\u00e0 ce que de grade 3 (8 ans) … .. … ils seront, en plus , de d\u00e9velopper la connaissance des lettres, utiliser des combinaisons individuelles de la phon\u00e9tique et les m\u00e9thodes de lecture de langue entiers, et de la compr\u00e9hension du texte totale devient langage significatif.<\/p>\n

Apr\u00e8s avoir lu leurs propres textes, les enfants avancent \u00e0 lire des textes inconnus significatives produites par leurs pairs, et des livres int\u00e9ressants dans la biblioth\u00e8que.<\/p>\n

Bien que ce soit \u00e9videmment encore beaucoup de travail de recherche tr\u00e8s t\u00f4t, il est encourageant de voir ce niveau de recherche qui offre beaucoup plus de possibilit\u00e9s et de perspectives que tant d’autres \u00e9tudes \u00ab\u00a0clich\u00e9s\u00a0\u00bb portant la port\u00e9e\u00a0 des applications pr\u00e9sentent sur les tablettes num\u00e9riques.<\/p>\n

 <\/p>\n

En effet lors d’une conf\u00e9rence r\u00e9cente au New Jersey un document par Meeli Pandis a montr\u00e9 que outre l’impact de la pr\u00e9sence de jeunes enfants d’\u00e9crire sur un ordinateur comme une strat\u00e9gie d’alphab\u00e9tisation, on aboutit \u00e0 des niveaux d’\u00e9criture plus \u00e9lev\u00e9s, une voie plus facile \u00e0 la lecture, des probl\u00e8mes de lecture r\u00e9duits, une meilleure motivation pour les deux \u00e9criture et \u00e0 une\u00a0meilleure \u00e9criture une fois qu’ils ont commenc\u00e9 \u00e0 \u00e9crire \u00e0 la main \u00e0 un \u00e2ge ult\u00e9rieur. Ce sont ces sortes d’id\u00e9es et ces conclusions que nous devrions partager avec nos professeurs et nos communaut\u00e9s scolaires pour les aider \u00e0 mieux comprendre ce que l’utilisation des technologies dans la petite enfance pourrait signifier.<\/p>\n

Ceci est un espace qui devrait commander notre attention, car il y a tellement de choses que nous pourrions faire … et cela est certainement seulement la pointe de l’iceberg.<\/p><\/blockquote>\n

Source\u00a0: Babes in the Technology Woods<\/a><\/em><\/p>\n

Cr\u00e9dit<\/u><\/span>\u00a0image<\/a>\u00a0: Mike Licht<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Sur la base d’\u00e9tudes de cas en Norv\u00e8ge, Su\u00e8de, Finlande et Estonie ainsi que d’une \u00e9tude de Meeli Pandis dans le New Jersey, Bruce Dixon pr\u00e9sente quelques cons\u00e9quences\u00a0d’un syst\u00e8me scolaire ou de pratiques des jeunes \u00e9l\u00e8ves consistant, \u00e0 l’aide des outils technologiques actuels, d’apprendre \u00e0 \u00e9crire et d’\u00e9crire avant d’apprendre \u00e0 lire. Ici, la fin […]<\/p>\n","protected":false},"author":1,"featured_media":10574,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_import_markdown_pro_load_document_selector":0,"_import_markdown_pro_submit_text_textarea":"","_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[8,13],"tags":[],"class_list":{"0":"post-10573","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-medias-et-technologies","8":"category-opinionsreflexions","9":"entry"},"jetpack_publicize_connections":[],"featured_image_src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/10\/painting-with-iPad.jpg?resize=468%2C400&ssl=1","featured_image_src_square":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/10\/painting-with-iPad.jpg?resize=468%2C600&ssl=1","author_info":{"display_name":"Lyonel Kaufmann","author_link":"https:\/\/lyonelkaufmann.ch\/histoire\/author\/lyonelk\/"},"jetpack_featured_media_url":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/10\/painting-with-iPad.jpg?fit=468%2C630&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p1rJVM-2Kx","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":10985,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2016\/01\/27\/redaction-manuscrite-ou-numerique-impact-sur-la-competence-a-ecrire-et-son-evaluation\/","url_meta":{"origin":10573,"position":0},"title":"R\u00c9DACTION MANUSCRITE OU NUM\u00c9RIQUE : IMPACT SUR LA COMP\u00c9TENCE \u00c0 \u00c9CRIRE ET SON \u00c9VALUATION","author":"Lyonel Kaufmann","date":"27 janvier 2016","format":false,"excerpt":"Dans le cadre de ses \u00e9tudes doctorales en sciences de l\u2019\u00e9ducation, Luc Diarra a trait\u00e9 de l\u2019authenticit\u00e9 des t\u00e2ches d\u2019\u00e9criture en contexte scolaire. Y aurait-il actuellement un hiatus entre les pratiques r\u00e9elles d\u2019\u00e9criture, o\u00f9 l\u2019ordinateur est souvent utilis\u00e9, et la production de textes manuscrits en situation d\u2019\u00e9valuation \u00e0 enjeu critique?\u2026","rel":"","context":"Dans "M\u00e9dias et technologies"","block_context":{"text":"M\u00e9dias et technologies","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/medias-et-technologies\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":12993,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2017\/03\/31\/ecrire-avec-les-technologies-ca-change-lecriture-ecole-branchee\/","url_meta":{"origin":10573,"position":1},"title":"\u00c9crire avec les technologies, \u00e7a change l\u2019\u00e9criture! – \u00c9cole branch\u00e9e","author":"Lyonel Kaufmann","date":"31 mars 2017","format":false,"excerpt":"\u00c9crire avec un crayon sur une feuille de papier ou \u00e9crire en tapant sur un clavier et en regardant un \u00e9cran, qu\u2019est-ce que \u00e7a change pour les \u00e9l\u00e8ves? C\u2019est ce qu\u2019a voulu savoir Thierry Karsenti dans une \u00e9tude. Les r\u00e9sultats sont sans \u00e9quivoque: \u00ab les jeunes, gar\u00e7ons et filles, sont\u2026","rel":"","context":"Dans "M\u00e9dias et technologies"","block_context":{"text":"M\u00e9dias et technologies","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/medias-et-technologies\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2017\/03\/img_1353.jpg?fit=1200%2C800&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2017\/03\/img_1353.jpg?fit=1200%2C800&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2017\/03\/img_1353.jpg?fit=1200%2C800&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2017\/03\/img_1353.jpg?fit=1200%2C800&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2017\/03\/img_1353.jpg?fit=1200%2C800&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2875,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2010\/06\/09\/blogs-et-apprentissages\/","url_meta":{"origin":10573,"position":2},"title":"Blogs et apprentissages","author":"Lyonel Kaufmann","date":"9 juin 2010","format":false,"excerpt":"Dans un r\u00e9cent sondage administr\u00e9 \u00e0 ses cinquante-six \u00e9l\u00e8ves \u00e2g\u00e9s de quatorze ou quinze ans, le professeur Martin B\u00e9langer dont l\u2019\u00e9cole utilise les blogs depuis quelques ann\u00e9es dans un contexte d\u2019apprentissage scolaire rapporte les constats suivants : 93 % des \u00e9l\u00e8ves affirment que bloguer est une excellente fa\u00e7on de s\u2019exercer\u2026","rel":"","context":"Dans "M\u00e9dias et technologies"","block_context":{"text":"M\u00e9dias et technologies","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/medias-et-technologies\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":9750,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2015\/05\/02\/3e-sommet-de-lipad-en-education-toujours-plus-davantages-que-de-defis-a-integrer-la-technologie-lecole-branchee\/","url_meta":{"origin":10573,"position":3},"title":"3e Sommet de l\u2019iPad en \u00e9ducation : Toujours plus d\u2019avantages que de d\u00e9fis \u00e0 int\u00e9grer la technologie | L’\u00c9cole branch\u00e9e","author":"Lyonel Kaufmann","date":"2 mai 2015","format":false,"excerpt":"Rendez-vous annuel des utilisateurs et curieux de l\u2019iPad en milieu scolaire, la 3e \u00e9dition du Sommet de l\u2019iPad et du num\u00e9rique en \u00e9ducation se tient jusqu\u2019\u00e0 vendredi apr\u00e8s-midi \u00e0 Montr\u00e9al. En conf\u00e9rence d\u2019ouverture jeudi matin, le professeur Thierry Karsenti a fait \u00e9tat des derni\u00e8res conclusions apr\u00e8s maintenant 3 ann\u00e9es de\u2026","rel":"","context":"Dans "M\u00e9dias et technologies"","block_context":{"text":"M\u00e9dias et technologies","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/medias-et-technologies\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":15521,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2018\/12\/14\/20-pistes-pedagogiques-pour-un-usage-reflechi-du-numerique-dans-les-cours-dhistoire\/","url_meta":{"origin":10573,"position":4},"title":"20 Pistes p\u00e9dagogiques pour un usage r\u00e9fl\u00e9chi du num\u00e9rique dans les cours d\u2019histoire","author":"Lyonel Kaufmann","date":"14 d\u00e9cembre 2018","format":false,"excerpt":"Thierry Karsenti vient de publier un document proposant 20 pistes p\u00e9dagogiques pour un usage r\u00e9fl\u00e9chi du num\u00e9rique. 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