L’enseignement du FLE instrumenté par les technologies en Italie: de la consommation passive à la dimension créative. Une enquête de terrain
DOI:
https://doi.org/10.15162/2974-8933/1954Keywords:
uses of ICT, techno-pedagogical skills, digital literacies, field survey, ethnographic methodology, usages des TIC, compétences techno-pédagogiques, littératies numériques, enquête de terrain, ethnométhodologieAbstract
The integration of ICT in the language teaching/learning process is strongly linked to contexts, teacher positions, their techno-pedagogical skills, digital literacies, and sociopsychological factors. The analysis of this article will focus on a field survey conducted through the ethnographic methodology of the semi-directive questionnaire, proposed to a sample of secondary school FLE (French as a Foreign Language) teachers in Italy. The corpus of 106 responses provides quantitative and qualitative data allowing for the mapping of instrumented situations and the effective use of digital tools in the classroom, from passive consumption to productive and co-creative practice.
L’intégration des TIC dans le processus d’enseignement/apprentissage des langues est fortement liée aux contextes, aux positionnements des enseignants, à leurs compétences techno-pédagogiques, aux littératies numériques et à des facteurs sociopsychologiques. L’analyse de cet article portera sur une enquête de terrain menée par la méthodologie ethnographique du questionnaire semi-directif, proposé à un échantillon de professeurs de FLE du secondaire en Italie. Le corpus de 106 réponses offre des données quantitatives et qualitatives permettant de cartographier les situations instrumentées et les usages effectifs des outils numériques en classe, de la consommation passive à une pratique productive et co-créative.
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