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Les enseignements d’expression-communication et les pratiques instrumentées : regards d’enseignants et d’apprenants

Abstract : This work describes and analyzes from a didactic point of view the discourses of teachers and students on the place of digital tools in university courses of expression-communication in DUT whose aims, prescribed by the 2013 programs, are to equip students in their university curriculum and to prepare the professional integration of these future senior technicians. In this work, the question is posed of the relationships between numérical uses and what is taught and learned in these courses. The theoretical basis is constructed from the notions of instrument and instrumental genesis (Rabardel, 1995) from which I consider that a numerical tool is the result of a construction which partly takes place according to the representations that the teachers and students have what is taught and learned in expression-communication. In addition, Fluckiger's works (2011, 2014) on digital’s ordinary uses in the educational setting are used to describe and understand how students and teachers view the functions of the numerical tools used and their relation to the objects taught and learned. These objects are expressed in this research in terms of content (Delcambre, 2007/2013) and representations of these contents with a double aim: - first, show that these representations guide the choice of tools and their genesis; - secondly, show that the digital in these courses is not reducible to uses but also gives rise to the teaching and the learning of objects that mobilize numerical tools. This research aims to contribute to the current works in didactics on content (Daunay & Reuter, 2013) with the goal of discussing some publicized discourses on the omnipresence of digital in the educational landscape and the homogeneity of skills and practices of students. The notion of content in this research shows that the uses of digital tools are not only based on the transfer of habits and social skills but must be understood to what is played out in historically constituted disciplinary systems with their own issues and representations (Baron, 2014).
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Submitted on : Thursday, April 2, 2020 - 11:29:11 AM
Last modification on : Tuesday, June 29, 2021 - 5:55:07 PM


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François Annocque. Les enseignements d’expression-communication et les pratiques instrumentées : regards d’enseignants et d’apprenants. Education. Université de Lille, 2019. Français. ⟨NNT : 2019LILUH060⟩. ⟨tel-02529287⟩



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