{"id":141,"date":"2019-05-10T14:33:06","date_gmt":"2019-05-10T12:33:06","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=141"},"modified":"2019-09-30T10:58:14","modified_gmt":"2019-09-30T08:58:14","slug":"ce-nest-pas-parce-que-lon-peut-que-lon-doit","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/ce-nest-pas-parce-que-lon-peut-que-lon-doit\/","title":{"rendered":"Ce n&#8217;est pas parce que l&#8217;on peut que l&#8217;on doit."},"content":{"rendered":"<p>Roberto Casati \u00e9crit en 2013 &#8220;Contre le colonialisme num\u00e9rique&#8221; \u00e9dit\u00e9 chez Albin Michel. Cet ouvrage est le <strong>propos critique<\/strong> qui manque dans le d\u00e9ploiement actuel du num\u00e9rique en \u00e9ducation. En effet, par des ph\u00e9nom\u00e8nes de tendances, des pressions \u00e9conomiques ou d&#8217;autres m\u00e9canismes obscurs, les politiques scolaires pr\u00e9sentent souvent un discours peu nuanc\u00e9 \u00e0 propos de la place du num\u00e9rique dans les classes. On ne peut s\u2019emp\u00eacher de penser aux &#8220;classes tablettes&#8221;, ou avant, au d\u00e9ploiement des tableaux num\u00e9riques interactifs \u00e0 tous les degr\u00e9s de la scolarit\u00e9 (m\u00eame en 1-2H), initi\u00e9s par des convaincus des potentialit\u00e9s du num\u00e9riques, et soutenu par l&#8217;administration scolaire et le propos issus de certaines recherches s\u00e9lectionn\u00e9es. En d&#8217;autres termes, tout porte \u00e0 croire que &#8220;parce que l&#8217;on peut, on devrait&#8221;, par peur de manquer le train en marche.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-125 alignleft\" src=\"https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/sites\/6\/2019\/05\/kelly-sikkema-266805-unsplash-e1557913979183-300x84.jpg\" alt=\"\" width=\"300\" height=\"84\" srcset=\"https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/05\/kelly-sikkema-266805-unsplash-e1557913979183-300x84.jpg 300w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/05\/kelly-sikkema-266805-unsplash-e1557913979183-768x215.jpg 768w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/05\/kelly-sikkema-266805-unsplash-e1557913979183-714x200.jpg 714w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/05\/kelly-sikkema-266805-unsplash-e1557913979183-1429x400.jpg 1429w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/05\/kelly-sikkema-266805-unsplash-e1557913979183-1024x287.jpg 1024w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Casati (2013) nous propose une posture plus r\u00e9serv\u00e9e. Sans \u00eatre oppos\u00e9 au d\u00e9ploiement du num\u00e9rique \u2013 il donne l&#8217;exemple de la photographie comme une r\u00e9ussite de la num\u00e9risation \u2013 il propose de questionner les outils \u00e0 la lumi\u00e8re des intentions. Pourquoi devrait-on lire sur tablette, alors que l&#8217;on a jamais fait mieux que le livre pour se concentrer pleinement et se plonger intens\u00e9ment dans la lecture ? Pourquoi devrait-on apprendre de nouvelles notions sur un ordinateur proposant des r\u00e9troactions plus ou moins personnalis\u00e9es (&#8220;bravo !&#8221; ou &#8220;Zut, essaie encore&#8230;&#8221;), alors qu&#8217;on ne fera jamais aussi bien que l&#8217;humain pour personnaliser la r\u00e9troaction offerte \u00e0 un enfant en train d&#8217;apprendre ? Il semble donc bon de questionner \u00e0 qui profite ce changement et quels en sont les moteurs.<\/p>\n<ul>\n<li>Si le num\u00e9rique est un moyen de rester dans le trend&#8230; l&#8217;argument semble insuffisant.<\/li>\n<li>Si le num\u00e9rique est un moyen de r\u00e9duire les co\u00fbts (moins de personnel enseignant, supplant\u00e9 par des machines ?)&#8230; l&#8217;argument semble ill\u00e9gitime.<\/li>\n<li>Si le num\u00e9rique est un moyen de permettre l&#8217;acc\u00e8s au plus grand monde&#8230; l&#8217;argument est d\u00e9j\u00e0 plus convaincant.<\/li>\n<li>Si le num\u00e9rique est un moyen de faciliter l\u2019insertion citoyenne et professionnelle&#8230; l&#8217;argument semble int\u00e9ressant, mais la perspective critique semble \u00eatre centrale dans le projet.<\/li>\n<\/ul>\n<p>Le d\u00e9fi, \u00e0 la lumi\u00e8re de Christensen (2017) et de son &#8220;Disrupting class&#8221;, est que le num\u00e9rique &#8220;is doing the job!&#8221;, et cela convient \u00e0 beaucoup de d\u00e9cideurs. Toute la question est de savoir de quel &#8220;job&#8221; nous parlons, ou, pour revenir \u00e0 Casati (2013), quel est le projet p\u00e9dagogique de l&#8217;institution scolaire lorsque l&#8217;on questionne le d\u00e9ploiement du num\u00e9rique ?<\/p>\n<p>__________________<\/p>\n<p>Casati, R. (2013). <em>Contre le colonialisme num\u00e9rique.<\/em> Paris, France : Albin Michel.<\/p>\n<p>Christensen, C. M. (2017). <em>Disrupting Class.How Disruptive Innovation Will Change the Way the World Learns<\/em>. New York, NY : Mc Graw Hill Education.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Roberto Casati \u00e9crit en 2013 &#8220;Contre le colonialisme num\u00e9rique&#8221; \u00e9dit\u00e9 chez Albin Michel. Cet ouvrage est le propos critique qui manque dans le d\u00e9ploiement actuel du num\u00e9rique en \u00e9ducation. En effet, par des ph\u00e9nom\u00e8nes de tendances, des pressions \u00e9conomiques ou d&#8217;autres m\u00e9canismes obscurs, les politiques scolaires pr\u00e9sentent souvent un discours peu nuanc\u00e9 \u00e0 propos de [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":116,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-141","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.3.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Ce n&#039;est pas parce que l&#039;on peut que l&#039;on doit. | CRE\/ATE<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.unifr.ch\/create\/ce-nest-pas-parce-que-lon-peut-que-lon-doit\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Ce n&#039;est pas parce que l&#039;on peut que l&#039;on doit. | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"Roberto Casati \u00e9crit en 2013 &#8220;Contre le colonialisme num\u00e9rique&#8221; \u00e9dit\u00e9 chez Albin Michel. 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