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Échanger, concevoir, innover. Approche ethnographique d'évaluations pédagogiques avec les technologies numériques.

Abstract : The design and appropriation of educational assessment technologies adapted to french educational system needs and context is not obvious. The work of evaluating copies of students is part of a complex cognitive, interactional, social and pedagogical process. The instrumentation of this work through digital technologies presupposes a change in evaluation practices. In order to design adapted technologies, this requires collaboration between designers and educational actors. It also implies users to change their methods of work. Immersed in the innovation process of educational assessment technologies, the author shares with us the first moments of the conception of digital technologies, their discovery by the users during demonstrations, their experiments in the context of situations and national examinations such as the Baccalaureate. Ethnographic observations and the analysis of the interactions between designers and users at different stages of the process reveal the development of new digital uses for the education. The progressive constitution of a socio-technical network reflects the various forms of appropriation of technologies by the actors of education and its adaptation through experiments and uses. Demonstrations of prototypes play a decisive role and emerging uses demonstrate how digital changes and transforms the role, rituals and forms of evaluations in their institutional, economic and social dimensions. The study reveals how teacher examinations have evolved in France through the adoption of digital technologies.
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Submitted on : Sunday, January 20, 2013 - 2:22:51 PM
Last modification on : Monday, October 11, 2021 - 10:26:04 AM
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Camille Capelle. Échanger, concevoir, innover. Approche ethnographique d'évaluations pédagogiques avec les technologies numériques.. Linguistique. Université Paul Valéry - Montpellier III, 2012. Français. ⟨tel-00778449⟩

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