dc.creator |
Isabelle Chênerie |
|
dc.date |
2011-01-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T22:14:59Z |
|
dc.date.available |
2015-07-20T22:14:59Z |
|
dc.identifier |
1708-7570 |
|
dc.identifier |
https://doaj.org/article/ce24fc32c23a40de8ece29a29cf302b4 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/17267 |
|
dc.description |
[Français] Depuis plusieurs décennies, les enseignants universitaires sont fortement encouragés à utiliser les technologies de l’information et de la communication pour l’enseignement (TICE). Cependant, si l’usage de ces outils se développe progressivement, on observe malgré tout que de nombreux enseignants n’adhèrent pas à cette démarche. Nous tentons ici d’analyser cette situation, à la lumière de l’expérience de l’accompagnement d’enseignants sur le terrain dans le contexte du Service universitaire de pédagogie de l’Université Paul Sabatier Toulouse III. Nous exposons en particulier les stratégies que cette analyse nous a amenée à choisir pour promouvoir un usage raisonné des TICE. [English] Over the last decades university teachers are urged by the institution to use new technologies for teaching. However, if uses are in progress, a lot of teachers do not align with these expectations. In this paper we analyze this situation, using field observations made in the frame of teachers support in the learning center of Paul Sabatier Toulouse III University. In particular, we show the complexity of the question of ICT development at university, and set out strategies we have chosen to develop a rationale for the use of ICT. |
|
dc.language |
French |
|
dc.language |
English |
|
dc.publisher |
Conférence des recteurs et principaux des universités du Québec [CREPUQ] |
|
dc.relation |
http://www.ritpu.org/IMG/pdf/RITPU_v08_n01-02_22.pdf |
|
dc.relation |
https://doaj.org/toc/1708-7570 |
|
dc.rights |
CC BY-ND |
|
dc.source |
Revue Internationale des Technologies en Pédagogie Universitaire, Vol 8, Iss 1-2, Pp 22-27 (2011) |
|
dc.subject |
technologie de l’information et de la communication pour l’enseignement |
|
dc.subject |
TICE |
|
dc.subject |
pédagogie |
|
dc.subject |
accompagnement des enseignants |
|
dc.subject |
information and communication technology |
|
dc.subject |
ICT |
|
dc.subject |
pedagogy |
|
dc.subject |
teachers’ support |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
La question des usages pédagogiques du numérique en contexte universitaire : comment accompagner les enseignants? |
|
dc.type |
article |
|