The article by the Australian authors presents concrete examples of the implementation of this learning in the classroom. Conversely, in Australia diploma of information technology we are more on the side of ‘education for’ and therefore of an approach which aims to be cross-cutting, involving the various teachers and emphasizing the specific skills that librarian-teachers must deploy”. But this continues to be debated. The “school and media” program is essentially based on access to humanist culture for young people from working-class backgrounds, the cultural and diploma of information technology seeming to take priority over computer training.
In connection with this curricular question arises that of the effects on the intellectual, civic, and social formation of students of training in and through digital technology. The stakes for the capacity for active and critical insertion in the information society of the 21st century are in no doubt for anyone. But there is no reason to be triumphalist or reckless.
The curricular question of training in and through digital technology
it is difficult to really “prove beyond a reasonable doubt” that the use of ICT “as such” improves teaching results.
For H. J. Kim and H. Kim, there are not “enough convincing examples nor sufficiently relevant information about future skills, such as data-driven decision-making, informational problem solving, computational thinking and creative representation. This reasonable doubt is rooted in part in the reluctance toward a “digital school”.
In addition to the curricular question of training in and through digital technology, that of teacher professionalism is raise. The digital revolution does not abolish the need for teachers but it implies a profound transformation of their profession, as well as of the spatial, temporal, organizational, and evaluative architecture of schools. For the head of the establishment that is the people best placed to develop the new methods and resources we need are practicing teachers, provided they have the necessary skills of diploma in information technology in Australia. Teachers who are pedagogical experts will always be need to define and provide the knowledge and skills students need to navigate and contribute to our complex social world.
Our societies and their schools have entered
The various contributions presented in this dossier show a contrasting landscape, but shared objectives. And common challenges, to which the responses provided are different, depending. On the territories and the establishments. With digital, our societies and their schools have entered, as Brouillard, in the era of “the end of certainties”. According to Mequanint and Lemma (Ethiopia), “it is very difficult to accelerate. The diffusion of ICT in the education sector by adopting an immediate and radical approach ( big bang approach )”.
A first observation: if the multimedia generations, “y”, and “3.0”, have no apparent difficulty in seizing digital to develop. New relationships with information and between peers, the school, for its part, n not spontaneously embrace this movement. Even in South Korea, the traditional school form resists, whether it is a question. The masterful control reinforced by digital technology. The examinations which pilot the contents, very academic, and the pedagogy.
A second observation: if in some countries, the question of means and infrastructures of communication. Remains a preliminary question, in others, we measure the need for a balanced approach between equipment. And infrastructures, digital content, professional development of teachers, and vision of the institution. The example of the diploma of information technology is particularly enlightening in this regard. In any case, a strong and clear educational policy is necessary to successfully. Integrate digital technology into education.
