{"id":2159,"date":"2023-04-14T10:35:04","date_gmt":"2023-04-14T08:35:04","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=2159"},"modified":"2023-04-14T10:35:04","modified_gmt":"2023-04-14T08:35:04","slug":"pour-une-didactique-de-la-frugalite-numerique","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/pour-une-didactique-de-la-frugalite-numerique\/","title":{"rendered":"Pour une didactique de la frugalit\u00e9 (num\u00e9rique)"},"content":{"rendered":"

C’est connu aujourd’hui, le num\u00e9rique participe \u00e0 l’\u00e9cocide. Comment l’\u00e9cole peut-elle tenir compte de cet enjeu dans son processus de num\u00e9risation ?<\/p>\n

Cette br\u00e8ve r\u00e9flexion a \u00e9t\u00e9 initi\u00e9e par cette lecture: “Es<\/span> zeigt<\/span> sich<\/span> aber<\/span> auch,<\/span> dass<\/span> viele<\/span> Befragte<\/span> deutlich<\/span> st\u00e4rkere<\/span> Zustimmung<\/span> zu <\/span>umweltbewusstem und Kreislaufverhalten in der Theorie aufzeigen, als sie es dann <\/span>tats\u00e4chlich tagt\u00e4glich praktizieren.<\/span>” (Quoss, et al., 2023, p. 5<\/a>). Tout porte \u00e0 croire qu’il y a, dans les questions d’\u00e9conomie circulaire, un conflit net entre les intentions et les actions. Alors que faire ?<\/p>\n

En r\u00e9f\u00e9rence au mod\u00e8le unifi\u00e9 de changement des comportements (Herman, et al., 2014), le passage de l’intention \u00e0 l’action est rendu possible gr\u00e2ce \u00e0 quatre piliers :<\/p>\n

    \n
  1. comp\u00e9tences : au sens d’\u00eatre capable de…<\/li>\n
  2. contraintes : au sens d’\u00eatre contraint\u00b7e \u00e0…<\/li>\n
  3. importance : au sens d’avoir la volont\u00e9 de…<\/li>\n
  4. habitudes : au sens d’avoir les opportunit\u00e9s de…<\/li>\n<\/ol>\n

    Il semble donc que des travaux dessinant une didactique de la frugalit\u00e9 num\u00e9rique gagneraient \u00e0 \u00eatre entrepris pour faciliter ce passage des intentions \u00e0 l’action. Mais quel chantier !<\/p>\n

      \n
    1. Les comp\u00e9tences doivent \u00eatre techniques (e.g., changer la batterie de son smartphone), informatiques (e.g., installer Ubuntu sur une vieille machine pour lui redonner vie), sociales (e.g., d\u00e9fendre la hype d’\u00eatre augment\u00e9\u00b7e par des technologies de seconde main), \u00e9motionnelles (e.g., accepter le risque que sa machine puisse manquer de compatibilit\u00e9)… tant la chose num\u00e9rique est un fait socio-technique.<\/li>\n
    2. Les contraintes doivent certes \u00eatre techniques (e.g., demander aux \u00e9l\u00e8ves de r\u00e9aliser des t\u00e2ches sur micro-ordinateur, m\u00eame si une latence peut-\u00eatre n\u00e9cessaire), informatiques (e.g., imposer des solutions logicielles l\u00e9g\u00e8res dans le contexte \u00e9ducatif comme LibreOffice), p\u00e9dagogiques (e.g., imposer des usages r\u00e9fl\u00e9chis des artefacts num\u00e9riques et non num\u00e9riser pour num\u00e9riser), voire financi\u00e8res (e.g., en incitant \u00e0 l’achat de machines de seconde main via des subventionnements cibl\u00e9s).<\/li>\n
    3. L’importance per\u00e7ue passera par de la sensibilisation, des connaissances, des prises en compte des interd\u00e9pendances, des hi\u00e9rarchisations des engagements… dans un d\u00e9bat constant entre \u00e9l\u00e8ves-enseignant\u00b7e\u00b7s-autorit\u00e9s scolaire quant \u00e0 o\u00f9 mettre les priorit\u00e9s dans la num\u00e9risation de l’\u00e9cole.<\/li>\n
    4. Les habitudes sont \u00e0 mon sens le lieu d’action le plus int\u00e9ressant pour l’\u00e9cole publique : si l’on y nourrit des habitudes de frugalit\u00e9s num\u00e9riques par un modelage de pratique respectant ce principe, si l’on offre aux \u00e9l\u00e8ves d’exp\u00e9rimenter l’usage de machines reconditionn\u00e9es, si l’on montre comment on prend soin du mat\u00e9riel pour le faire durer… tout porte \u00e0 croire que la plupart des \u00e9l\u00e8ves suivront le pas.<\/li>\n<\/ol>\n

      Il s’agit l\u00e0 d’un billet de blog tr\u00e8s spontan\u00e9, un peu coup de gueule, voire r\u00eaveur, mais qui n\u00e9anmoins invite \u00e0 questionner certaines pratiques dans la num\u00e9risation de l’\u00e9cole.<\/p>\n

      Bibliographie :<\/p>\n

        \n
      • Herman, K. C., Reinke, W. M., Frey, A. J., & Shepard, S. A. (2014). Motivational interviewing in schools<\/em>. New York, NY: Springer.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

        C’est connu aujourd’hui, le num\u00e9rique participe \u00e0 l’\u00e9cocide. Comment l’\u00e9cole peut-elle tenir compte de cet enjeu dans son processus de num\u00e9risation ? Cette br\u00e8ve r\u00e9flexion a \u00e9t\u00e9 initi\u00e9e par cette lecture: “Es zeigt sich aber auch, dass viele Befragte deutlich st\u00e4rkere Zustimmung zu umweltbewusstem und Kreislaufverhalten in der Theorie aufzeigen, als sie es dann tats\u00e4chlich […]<\/p>\n","protected":false},"author":6,"featured_media":2191,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-2159","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"acf":[],"yoast_head":"\nPour une didactique de la frugalit\u00e9 (num\u00e9rique) | 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\/pour-une-didactique-de-la-frugalite-numerique\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Pour une didactique de la frugalit\u00e9 (num\u00e9rique) | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"C’est connu aujourd’hui, le num\u00e9rique participe \u00e0 l’\u00e9cocide. 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