{"id":10951,"date":"2016-01-15T01:04:21","date_gmt":"2016-01-15T00:04:21","guid":{"rendered":"https:\/\/lyonelkaufmann.ch\/histoire\/?p=10951"},"modified":"2016-01-15T01:05:16","modified_gmt":"2016-01-15T00:05:16","slug":"tablettes-leur-juste-prescription-et-utilisation","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/histoire\/2016\/01\/15\/tablettes-leur-juste-prescription-et-utilisation\/","title":{"rendered":"Tablettes : leur \u00abjuste, prescription et utilisation"},"content":{"rendered":"

Une m\u00e9ta-\u00e9tude r\u00e9cente command\u00e9e par le Commonwealth of Learning<\/em> confirme ce que soup\u00e7onnaient d\u00e9j\u00e0 de nombreux enseignants. Un total de 27 \u00e9tudes quantitatives sur l’utilisation de comprim\u00e9s dans les \u00e9coles datant de 2010 ont \u00e9t\u00e9 analys\u00e9es et la principale conclusion \u00e9tait que les outils sont plus efficaces lorsqu’ils sont utilis\u00e9s dans une p\u00e9dagogie centr\u00e9e sur l’\u00e9l\u00e8ve plut\u00f4t que dans des dispositifs d’apprentissage magistro-centr\u00e9 (centr\u00e9 sur l’enseignant) (Tamim et al, 2015a).\u00a0Ces r\u00e9sultats sont corr\u00e9l\u00e9s par un autre m\u00e9ta-\u00e9tude portant sur plus de 41 rapports qualitatifs durant la m\u00eame p\u00e9riode, qui ont montr\u00e9 que les tablettes et les appareils mobiles sont les plus efficaces lorsqu’ils sont utilis\u00e9s dans des contextes de p\u00e9dagogie active. (Tamim et al, 2015b).<\/p>\n

\"\"<\/p>\n

Clairement, les tablettes et les outils mobiles ont \u00e9t\u00e9 con\u00e7us pour \u00eatre utilis\u00e9s comme des outils personnels, et en tant que tel ils peuvent \u00eatre mieux utilis\u00e9 dans le cadre d’apprentissage personnalis\u00e9, o\u00f9 les \u00e9tudiants peuvent travailler \u00e0 leur propre rythme, et dans un endroit et l’heure qui convient \u00e0 leurs besoins. Ce qui rend ces r\u00e9sultats si int\u00e9ressants r\u00e9side dans les implications pour la p\u00e9dagogie. Si les enseignants souhaitent maximiser la puissance des tablettes et des outils mobiles, ils doivent cr\u00e9er des environnements dans lesquels\u00a0les \u00e9tudiants sont encourag\u00e9s \u00e0 \u00eatre proactifs dans leur \u00e9tude, \u00e0 prendre du recul et \u00e0 faciliter plut\u00f4t que de dicter le processus. Comme avec toutes les ressources d’apprentissage,l’important n’est pas dans ce qu’ils sont, mais de quelle mani\u00e8re les tablettes son utilis\u00e9es.<\/p>\n

Le texte anglais original :\u00a0Tablets: The correct prescription<\/a><\/p>\n

\u00abA recent meta-study commissioned by the\u00a0Commonwealth of Learning<\/a>\u00a0confirms what many teachers already suspected. A total of 27 quantitative studies on the use of tablets in schools dating from 2010 were analysed and the major finding was that the tools are most effective when used in student centred learning, rather than within teacher controlled environments (Tamim et al, 2015a). These findings are supported by another, larger meta-study of 41 qualitative reports from the same period, which showed that tablets and mobile devices are most effective when used in student-active contexts (Tamim et al, 2015b).<\/em><\/p>\n

Clearly tablets and mobile devices were designed to be used as personal tools, and as such can be best used for personalised learning, where students can work at their own pace, and in a place and time that suits their needs. What makes these findings so interesting are the implications for pedagogy. If teachers wish to maximise the power of tablets and mobile devices, they should create contexts in which students are encouraged to be proactive in their study, and to stand back and facilitate rather than dictate the process. As with any learning resources, it’s not what they are, but how tablets are used that is important.\u00bb<\/em><\/p>\n<\/blockquote>\n

References
\nTamim, R. M., Borokhovski, E., Pickup, D., Bernard, R. M. and El Saadi, L. (2015a)\u00a0Tablets for Teaching and Learning: A Systematic Review and Meta-Analysis<\/em>.\u00a0Commonwealth of Learning: Burnaby.
\nTamim, R. M., Borokhovski, E., Pickup, D. and Bernard, R. M. (2015b)\u00a0Large-Scale, Government Supported Educational Tablet Initiativ<\/em>e.\u00a0Commonwealth of Learning: Burnaby.<\/p>\n

\u00a0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Une m\u00e9ta-\u00e9tude r\u00e9cente command\u00e9e par le Commonwealth of Learning confirme ce que soup\u00e7onnaient d\u00e9j\u00e0 de nombreux enseignants. Un total de 27 \u00e9tudes quantitatives sur l’utilisation de comprim\u00e9s dans les \u00e9coles datant de 2010 ont \u00e9t\u00e9 analys\u00e9es et la principale conclusion \u00e9tait que les outils sont plus efficaces lorsqu’ils sont utilis\u00e9s dans une p\u00e9dagogie centr\u00e9e sur […]<\/p>\n","protected":false},"author":1,"featured_media":9896,"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":[4,8,13],"tags":[],"class_list":{"0":"post-10951","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-histoire-active","8":"category-medias-et-technologies","9":"category-opinionsreflexions","10":"entry"},"jetpack_publicize_connections":[],"featured_image_src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/signature_lk2.jpg?resize=600%2C184&ssl=1","featured_image_src_square":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/signature_lk2.jpg?resize=600%2C184&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\/06\/signature_lk2.jpg?fit=658%2C184&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p1rJVM-2QD","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":10675,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2015\/11\/21\/les-mooc-gagneraient-a-adopter-des-methodes-pedagogiques-plus-actives-ecole-branchee\/","url_meta":{"origin":10951,"position":0},"title":"Les MOOC gagneraient \u00e0 adopter des m\u00e9thodes p\u00e9dagogiques plus actives | \u00c9cole branch\u00e9e","author":"Lyonel Kaufmann","date":"21 novembre 2015","format":false,"excerpt":"\u00a0 Une \u00e9tude r\u00e9cente a d\u00e9montr\u00e9 que les cours en ligne, dont les MOOC, devraient faire une place plus grande \u00e0 l\u2019\u00e9valuation des apprentissages et reposer sur des m\u00e9thodes actives. 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