Impact de la disponibilité permanente des équipements numériques personnels sur la représentation que les élèves se construisent de la forme scolaire. Deux cas d'étude en collège et en lycée

Abstract : This research is situated in the context of educational institution projects that equip students with personal digital devices. It aims to explain how the permanent availability of personal digital devices (tablet, personal computer, mobile) changes the social representation students have of school as an institution, or the so-called “schooling form”. Two case studies at secondary-level education are analysed with an empirical approach: students participating in the TED project in Saône-et-Loire and students of the Living Cloud project at the Lycée Pilote Innovant International (LPII) in Jaunay-Marigny. In order to build the theoretical framework to analyse the schooling form concept, this study first determines 4 dimensions based on the literature available. Subsequently, it analyses the representation changes within these 4 dimensions of the relationship to the schooling form: knowledge, authority, space-time and evaluation. Finally, the present dissertation draws on the concept of instrumental mediation and cultural interactions in order to identify the interaction categories that are mobilized in the instrumentation performed by students during the use of personal digital devices at school. Students were questioned by two means: an online survey and collective interviews. The online survey results allowed us to identify the representation students have about two space-time frameworks: school and house. Results were analysed in terms of correlations (Kendall’s Tau) and by the test of independence (Chi-square). Through the use of the Principal Component Analysis (PCA), the survey results allowed to determine 8 students’ profiles regarding schooling and to associate them to each student. Using a Factorial Analysis of Multiple Correspondences (FAMC), these profiles were associated to students’ positioning regarding the use of personal digital equipment and the 4 schooling form dimensions. Results obtained by means of collective interviews were analysed by thematic and conceptualising categories. Finally, the data corpus was studied in terms of the instrumental mediation incidence on cultural interactions. The main results of this investigation show the impact of digital schooling and the differences between how adults perceive the students’ schooling form and the students’ own representation of it. Furthermore, this study points to the changes in the student’s representation of space-time, mainly in what regards the student’s presence and attention in school. Contrary to previous research findings, this study shows that the teacher as a figure of legitiate knowledge and authority remains stable in students’ representations, as well as the importance of evaluation in the schooling form representation. However, the representation of the availability of information and the access to information are transformed. Horizontality in the teacher-student relationship, often attributed to the use of digital devices, is questioned by the present study. Moreover, results underline the importance of considering the affective and relational components in the process of digital integration at school as well as the role of students’ social origins and cultural practices. Finally, this study analyses the tensions between the main guidelines in digital integration projects and the traditional schooling form.
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Melina Solari Landa. Impact de la disponibilité permanente des équipements numériques personnels sur la représentation que les élèves se construisent de la forme scolaire. Deux cas d'étude en collège et en lycée. Sciences de l'information et de la communication. Université de Poitiers (France), 2017. Français. ⟨tel-01789434⟩

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