Abstracts
Résumé
Cet article analyse la conception de scénarios pédagogiques intégrant le numérique comme activité créative (Glăveanu, 2015, 2020) et agentive (Sannino, 2015), propice à la transformation de l’activité d’enseignement-apprentissage et susceptible de constituer en formation une réponse au défi persistant de l’intégration du numérique en classe (Giraudon et al., 2020). Il s’appuie principalement sur la théorie de l’activité historico-culturelle (CHAT) de troisième génération (Engeström, 2001, 2009) et, s’inscrivant dans le pluralisme épistémologique (Turkle & Papert, 1990), convoque les apports de travaux en didactique et en sciences cognitives pour développer les arguments théoriques qui amènent à proposer un dispositif d’intervention formative (Engeström, 2011) inspiré du Laboratoire du changement (Virkkunen & Newnham, 2013), où les enseignants modélisent un nouveau concept (Engeström & Sannino, 2010) pour l’activité d’enseignement-apprentissage, par la co-conception de scénarios pédagogiques intégrant le numérique. Afin de soutenir ce processus, ils sont assistés par un artefact de conception sous la forme d’un set de cartes. Celles-ci représentent les composants potentiels d’un scénario pédagogique, dont les technologies numériques.
Mots-clés :
- activité de conception,
- créativité,
- agentivité transformatrice,
- intégration du numérique,
- formation des enseignants,
- théorie de l'activité
Abstract
This paper analyses technology-enhanced teaching and learning (TET/TEL) design in the context of in-service teacher training. It is presented as a creative (Glăveanu, 2015, 2020), agentive (Sannino, 2015) activity to help teachers transform teaching and learning and address the challenge of integrating digital technology and education in the classroom (Giraudon et al., 2020). Mainly based on third generation (Engeström, 2001, 2009) of cultural-historical activity theory (CHAT) and in line with epistemological pluralism (Turkle & Papert, 1990), this study also draws upon contributions in didactics and cognitive sciences. It develops the theoretical argument leading to a formative intervention (Engeström, 2011) inspired by the Change Laboratory methodology (Virkkunen & Newnham, 2013). The Change Laboratory is aimed at co-designing TET/TEL scenarios for teachers and thus to model a new concept (Engeström & Sannino, 2010) for teaching and learning. To support this process, teachers are assisted by a card deck as a design artefact. The cards represent the potential components of a TET/TEL scenario.
Keywords:
- learning design activity,
- creativity,
- transformative agency,
- digital education,
- teacher education,
- cultural-historical activity theory
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Appendices
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