Enseignants et téléphones portables : De l'usage personnel à l'intégration en classe
DOI :
https://doi.org/10.21814/rpe.26306Mots-clés :
m-learning , Téléphones portables, Éducation, EnseignantsRésumé
L'école, en tant qu'institution structurante de notre société, est influencée par les changements que la société elle-même connaît et que l'école doit impérativement suivre. L'ère technologique a révolutionné le comportement de la population, en particulier des enfants et des jeunes, et a cédé la place à l'ère du m-learning, notamment en ce qui concerne l'utilisation des téléphones portables comme outil disponible pour soutenir l'apprentissage. Pour ces raisons, le développement de cette étude visait à identifier les fonctionnalités des téléphones portables utilisés par les enseignants portugais et à connaître leurs perceptions concernant l'intégration de ces appareils dans des contextes d'apprentissage formels. L'application, l'analyse et le traitement statistique des données recueillies par le biais d'un questionnaire adressé à 443 enseignants du nord du Portugal nous ont permis de comprendre que les enseignants sont réceptifs à l'intégration des téléphones portables dans leurs classes, mais signalent plusieurs obstacles pour justifier son exclusion de ces dynamiques. Dans cette analyse, il a été possible de vérifier que les actions que les enseignants utilisent sur leurs téléphones portables sont essentiellement destinées à un usage personnel, n'enregistrant pas une utilisation expressive de leur potentiel dans le domaine professionnel. La dextérité dans l'utilisation personnelle de ces équipements par les participants à l'étude s'est avérée importante dans la manière dont les enseignants envisageaient les opportunités de les intégrer dans les pratiques professionnelles.
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