{"id":842,"date":"2019-10-28T11:36:58","date_gmt":"2019-10-28T10:36:58","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=842"},"modified":"2020-07-01T09:32:55","modified_gmt":"2020-07-01T07:32:55","slug":"le-citoyennete-numerique-comme-finalite-de-leducation-publique-numerique","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/le-citoyennete-numerique-comme-finalite-de-leducation-publique-numerique\/","title":{"rendered":"Le citoyennet\u00e9 num\u00e9rique comme finalit\u00e9 de l’\u00e9ducation publique num\u00e9rique"},"content":{"rendered":"

Le plan d’\u00e9tude EdNum est en consultation. Trois portes d’entr\u00e9e : usage, science informatique et m\u00e9dia. Un cmd+F pour chercher le terme citoyen et nous l’observons \u00e0 5 endroits.<\/p>\n

    \n
  1. Acquisition d’outils pour jouer le r\u00f4le de citoyen<\/li>\n
  2. Usage citoyen des outils num\u00e9riques et m\u00e9diatiques<\/li>\n
  3. En lien avec la charte num\u00e9rique de l’\u00e9tablissement (1\/2)<\/li>\n
  4. En lien avec la charte num\u00e9rique de l’\u00e9tablissement (2\/2)<\/li>\n
  5. Utilisation des m\u00e9dias sociaux de mani\u00e8re responsable<\/li>\n<\/ol>\n

    Si \u00e0 cela, nous confrontons le mod\u00e8le de “digital citizenship” propos\u00e9 par Ribble (2011), dont voici ci-dessous une visualisation traduite par nos soins, il semble que le PER EdNum manque d’ambition ou de vision et ne t\u00e9moigne pas pleinement de l’\u00e9paisseur des enjeux.<\/p>\n

    \"\"<\/p>\n

     <\/p>\n

    Les choix actuels du PER NUM ont assur\u00e9ment leurs fondements. Toutefois, il est parfois int\u00e9ressant de se nourrir de ce que d’autres pays ou de ce que la litt\u00e9rature sp\u00e9cialis\u00e9e peuvent proposer.<\/p>\n

    Les 9 dimensions de la citoyennet\u00e9 num\u00e9rique pr\u00e9sent\u00e9es dans ce mod\u00e8le ont \u00e9t\u00e9 organis\u00e9es par Curran, et Ribble (2017). Ils proposent la structuration suivante :<\/p>\n

    \"\"<\/p>\n

    Comme dans toutes les mod\u00e9lisations des ph\u00e9nom\u00e8nes, il y a des limites. Par exemple, les domaines ne peuvent pas \u00eatre con\u00e7us de mani\u00e8re pleinement boxologique : les questions de droits et de responsabilit\u00e9s en ligne seront assur\u00e9ment en lien avec les notions de loi num\u00e9rique. Autre limite, la segmentation par \u00e2ges est discutable. Pourquoi la notion de sant\u00e9 et bien-\u00eatre en ligne n’appara\u00eet-elle que dans le cycle 3 ? Toutefois, une telle mod\u00e9lisation permet d’envisager l’\u00e9paisseur du d\u00e9fi \u00e9ducatif induit par la place de plus en plus grande que prend l’environnement num\u00e9rique.<\/p>\n

    En bref, si l’\u00e9cole avait pour mission de former les \u00e9l\u00e8ves \u00e0 vivre une pleine citoyennet\u00e9 dans le monde r\u00e9el, l’environnement num\u00e9rique amenant des interrelations diff\u00e9rentes (individu vs individu, individu vs \u00e9tat, individu vs entreprise…) exige alors d’int\u00e9grer la citoyennet\u00e9 num\u00e9rique dans le curriculum scolaire. Au fond, c’est bien l\u00e0 le projet scolaire, faire des individus des citoyens. Le num\u00e9rique n’est donc pas une cons\u00e9quence du cri alarmant des entreprises et de l\u2019insertion professionnelle, mais bien de la n\u00e9cessit\u00e9 de permettre \u00e0 tout un chacun de continuer \u00e0 participer \u00e0 l’activit\u00e9 sociale.<\/p>\n

     <\/p>\n

    ______________________________<\/p>\n

    Curran, M. B. F. X., & Ribble, M. (2017). P-20 Model of Digital Citizenship.New directions for student leadership, 153. DOI: 10.1002\/yd.20228<\/p>\n

    Ribble, M. (2011). Digital Citizenship in School<\/em>. ISTE. Available : https:\/\/id.iste.org\/docs\/excerpts\/DIGCI2-excerpt.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"

    Le plan d’\u00e9tude EdNum est en consultation. Trois portes d’entr\u00e9e : usage, science informatique et m\u00e9dia. Un cmd+F pour chercher le terme citoyen et nous l’observons \u00e0 5 endroits. Acquisition d’outils pour jouer le r\u00f4le de citoyen Usage citoyen des outils num\u00e9riques et m\u00e9diatiques En lien avec la charte num\u00e9rique de l’\u00e9tablissement (1\/2) En lien […]<\/p>\n","protected":false},"author":6,"featured_media":844,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-842","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"acf":[],"yoast_head":"\nLe citoyennet\u00e9 num\u00e9rique comme finalit\u00e9 de l'\u00e9ducation publique 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\/le-citoyennete-numerique-comme-finalite-de-leducation-publique-numerique\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Le citoyennet\u00e9 num\u00e9rique comme finalit\u00e9 de l'\u00e9ducation publique num\u00e9rique | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"Le plan d’\u00e9tude EdNum est en consultation. 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