Mise en fonctionnement de cadres théoriques pour analyser les liens entre développement de l’autonomie des élèves et pratiques d’enseignement utilisant le numérique

Abstract

This text allows us to illustrate how we operationalize two theoretical frameworks to the relationship between the use of digital technologies and the development of autonomy. To do this, we focus on the study of the practices of a chemistry teacher at lower secondary school in Lebanon (13-14 years old) using digital technology in her teaching. The frameworks we mobilize are the dual didactic and ergonomic approach and AtA2d analytical framework. The dual didactic and ergonomic framework which allows us to study the practices of this chemistry teacher from two perspectives: a didactic one and an ergonomic one. The AtA2d analysis framework allows us to distinguish two forms of autonomy (transversal autonomy and disciplinary didactic autonomy). The methodological approach outlined here is grounded in a qualitative analysis of a pre-session interview with the teacher (referred to as the "ante-interview"). This qualitative analysis aims to illustrate our methodological approach and to highlight the results it makes possible. Regarding digital technologies, the teacher sees them both as a tool to promote student autonomy and as an additional element that is less of a priority compared to other concerns.