{"id":622,"date":"2019-11-25T09:44:31","date_gmt":"2019-11-25T08:44:31","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=622"},"modified":"2019-11-27T09:38:40","modified_gmt":"2019-11-27T08:38:40","slug":"byod-entre-enjeux-pedagogiques-opportunites-et-precautions","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/byod-entre-enjeux-pedagogiques-opportunites-et-precautions\/","title":{"rendered":"BYOD \u2013\u00a0entre enjeux p\u00e9dagogiques, opportunit\u00e9s et pr\u00e9cautions"},"content":{"rendered":"<p>Fin 2019, le CRE\/ATE a \u00e9t\u00e9 sollicit\u00e9 pour accompagner les enseignant\u00b7es d&#8217;une institution du post-obligatoire dans la mise en \u0153uvre du BYOD. La partie technique \u00e9tant pilot\u00e9e par Fritic et le coordinateur informatique de l&#8217;institution (merci pour la belle collaboration !), le CRE\/ATE a pu se centrer sur les enjeux p\u00e9dagogiques et didactiques.<\/p>\n<p>La demande de l&#8217;institution, sur la base d&#8217;un sondage d&#8217;opinion des enseignants, \u00e9tait large : quelles cons\u00e9quences pour mon m\u00e9tier et quelles comp\u00e9tences vais-je devoir d\u00e9velopper en tant qu&#8217;enseignant\u00b7e? L&#8217;intervention du CRE\/ATE a \u00e9t\u00e9 construite sur deux axes : (1) quelques r\u00e9sultats de recherche pour orienter les d\u00e9cisions p\u00e9dagogiques dans un contexte BYOD, et (2) mod\u00e9lisation des ph\u00e9nom\u00e8nes p\u00e9dagogiques pour comprendre les enjeux.<\/p>\n<p><strong>1. <\/strong><strong>Quelques r\u00e9sultats de recherches pour orienter les d\u00e9cisions p\u00e9dagogiques<\/strong><\/p>\n<p>Dans leur \u00e9tude, Kay &amp; Schellenberg (2019) rapportent quelques cons\u00e9quences p\u00e9dagogiques induites par la pr\u00e9sence constante d&#8217;un ordinateur\/tablette entre l&#8217;apprenant\u00b7e et l&#8217;enseignant\u00b7e.<\/p>\n<ul>\n<li>Augmentation de l&#8217;engagement, mais augmentation des comportements hors t\u00e2che ;<\/li>\n<li>Meilleure compr\u00e9hension des concepts ;<\/li>\n<li>Plus grande ind\u00e9pendance des apprenant\u00b7es;<\/li>\n<li>Pas de diff\u00e9rence significative sur les performances.<\/li>\n<\/ul>\n<p>Face \u00e0 de tels propos, il peut \u00eatre imagin\u00e9 que la mise en place du BYOD exige un rapport de confiance renforc\u00e9 entre les enseignant\u00b7es et les apprenant\u00b7es (dimension p\u00e9dagogique du mod\u00e8le TPACK). En effet, si les comportements hors t\u00e2che sont plus fr\u00e9quents, mais que l&#8217;engagement semble meilleur, l&#8217;interpr\u00e9tation pourrait \u00eatre la suivante : les apprenant\u00b7es savent identifier les moments durant lesquels leur implication doit \u00eatre vive pour qu&#8217;ils b\u00e9n\u00e9ficient des potentialit\u00e9s d&#8217;apprentissage. Cela redonne une responsabilit\u00e9 \u00e0 l&#8217;\u00e9tudiant\u00b7e, mais une responsabilit\u00e9 d&#8217;attraction de l&#8217;attention par les enseignant\u00b7es, car leurs comp\u00e9titeurs (ordinateur, tablette, smartphone&#8230;) sont particuli\u00e8rement dou\u00e9s pour la capter.<\/p>\n<p>Dans l&#8217;\u00e9tude de\u00a0 Welsh et al. (2018), les perceptions des \u00e9tudiants sont rapport\u00e9es. Les b\u00e9n\u00e9fices annonc\u00e9s sont notamment la familiarit\u00e9 avec la machine alors personnalis\u00e9e. Les d\u00e9fis quant \u00e0 eux sont la gestion des probl\u00e8mes de mat\u00e9riel, les in\u00e9galit\u00e9s et les distractions. L\u00e0 encore, il semble que le mot d&#8217;ordre pourrait \u00eatre &#8220;responsabilisation des \u00e9tudiants&#8221;.<\/p>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter  wp-image-869\" src=\"https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/sites\/6\/2019\/09\/byod01.jpg\" alt=\"\" width=\"567\" height=\"360\" srcset=\"https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/09\/byod01.jpg 1280w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/09\/byod01-768x488.jpg 768w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/09\/byod01-315x200.jpg 315w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/09\/byod01-630x400.jpg 630w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2019\/09\/byod01-1260x800.jpg 1260w\" sizes=\"auto, (max-width: 567px) 100vw, 567px\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><strong>2. <\/strong><strong>Mod\u00e9lisation des ph\u00e9nom\u00e8nes pour comprendre les enjeux<\/strong><\/p>\n<p>Il est difficile d&#8217;exposer chaque mod\u00e8le individuellement de mani\u00e8re claire et concise, tant la litt\u00e9rature sp\u00e9cialis\u00e9e est riche. Ainsi, le lecteur int\u00e9ress\u00e9 pourra aller voir les sources, et d\u00e9couvrir bri\u00e8vement comment ces mod\u00e8les peuvent \u00eatre utilis\u00e9s pour analyser les enjeux p\u00e9dagogiques induits par le BYOD.<\/p>\n<ul>\n<li><em>SAMR model<\/em>: support \u00e0 priori int\u00e9ressant pour identifier quand passer par l&#8217;environnement num\u00e9rique ou rester dans l\u2019environnent analogique ;<\/li>\n<li><em>Pedagogy x technology model<\/em> : support \u00e0 priori int\u00e9ressant pour ouvrir \u00e0 une vari\u00e9t\u00e9 d&#8217;utilisations p\u00e9dagogiques des environnements num\u00e9riques rendus accessibles par le BYOD ;<\/li>\n<li><em>TPACK model<\/em>: support \u00e0 priori int\u00e9ressant pour d\u00e9crire les modifications de comp\u00e9tences induites par le choix de l&#8217;environnement num\u00e9rique ;<\/li>\n<li><em>DSAP framework<\/em>: support \u00e0 priori int\u00e9ressant pour soutenir la planification des activit\u00e9s p\u00e9dagogiques con\u00e7ues dans les environnements num\u00e9riques en ligne ;<\/li>\n<li><em>Strategien f\u00fcr das Lernen mit Medien<\/em>:\u00a0 support \u00e0 priori int\u00e9ressant pour comprendre les exigences pos\u00e9es sur les apprenant\u00b7es, lorsque les activit\u00e9s p\u00e9dagogiques choisies leur imposent une autonomie dans l&#8217;apprentissage dans un environnement num\u00e9rique.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>_____________________________<\/p>\n<p>Mod\u00e8les<\/p>\n<ul>\n<li>The SAMR Model.jpg by Lefflerd is licensed under CC BY-SA 4.0 .<\/li>\n<li>Mei-Chuen Lin, J., Wang, P.-Y., &amp; Lin, I. (2012). Pedagogy*technology A two-dimensional model for teachers ICT integration. BJET, 43(1), 97-108.<\/li>\n<li>http:\/\/www.tpack.org\/<\/li>\n<li>Wasko, C. W., (2016). Using the DSAP Framework to Guide Instructional Design and Technology Integration in BYOD Classrooms. Journal of Digital Learning in Teacher Education, 32(3). 84-94.<\/li>\n<li>Friedrich, H. F., &amp; Ballstaedt, S.-P. (1997). Strategien f\u00fcr das Lernen mit Medien. In H. F. Friedrich, G. Eigler, H. Mandl, W. Schnotz, F. Schott, &amp; N. M. Seel (Hg.) Multimediale Lernumgebungen in der betrieblichen Weiterbildung (pp. 165-265). Neuwied, Germany: Luchterhand.<\/li>\n<\/ul>\n<p>R\u00e9f\u00e9rences<\/p>\n<ul>\n<li>Kay, R., &amp; Schellenberg, D. (2019). Comparing BYOD and one-to-one laptop programs in secondary school classrooms: A review of the literature. In <em>Society for Information Technology &amp; Teacher Education International Conference<\/em>. Las Vegas, NV: Association for the Advancement of Computing in Education (AACE). Retrieved from https:\/\/www.learntechlib.org\/primary\/p\/207900\/<\/li>\n<li>Welsh, K. E., Mauchline, A. L., France, D., Powell, V., Whalley, W. B., &amp; Park, J. (2018). Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork? <em>Journal of Geography in Higher Education, 42<\/em>(3), 356\u2013371. https:\/\/doi.org\/10.1080\/03098265.2018.1437396<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Fin 2019, le CRE\/ATE a \u00e9t\u00e9 sollicit\u00e9 pour accompagner les enseignant\u00b7es d&#8217;une institution du post-obligatoire dans la mise en \u0153uvre du BYOD. La partie technique \u00e9tant pilot\u00e9e par Fritic et le coordinateur informatique de l&#8217;institution (merci pour la belle collaboration !), le CRE\/ATE a pu se centrer sur les enjeux p\u00e9dagogiques et didactiques. La demande [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":868,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-622","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>BYOD \u2013\u00a0entre enjeux p\u00e9dagogiques, opportunit\u00e9s et pr\u00e9cautions | 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\/byod-entre-enjeux-pedagogiques-opportunites-et-precautions\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"BYOD \u2013\u00a0entre enjeux p\u00e9dagogiques, opportunit\u00e9s et pr\u00e9cautions | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"Fin 2019, le CRE\/ATE a \u00e9t\u00e9 sollicit\u00e9 pour accompagner les enseignant\u00b7es d&#8217;une institution du post-obligatoire dans la mise en \u0153uvre du BYOD. La partie technique \u00e9tant pilot\u00e9e par Fritic et le coordinateur informatique de l&#8217;institution (merci pour la belle collaboration !), le CRE\/ATE a pu se centrer sur les enjeux p\u00e9dagogiques et didactiques. 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