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New learners, Teaching Practices and Teacher Education: Which Synergies? The French case
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, Université Paris Descartes, France ; , Ecole normale supérieure de Cachan, STEF research team, France

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper aims at analyzing the consequences for teacher education of a situation that occurs in many countries: ICT have become quite commonplace; children and adolescents do have usual kinds of usage of computers in their everyday life. To what extent does the school system actually offer them what they would need to be creative and responsible users? How can teacher education take into account answers to these questions? Which trends can be identified? In order to bring some elements of response to these questions, we have considered the case of France, where we have been researching for quite a while now. However, some of our results might also be valid for other developed countries. First, we'll shortly analyze what can be said of ICT integration in schools. Then we'll consider youngsters' ICT uses outside of school and, finally discuss the implications for teacher education.

Citation

Baron, G.L. & Bruillard, E. (2008). New learners, Teaching Practices and Teacher Education: Which Synergies? The French case. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 3697-3702). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2019 from .

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