La présentation est en train de télécharger. S'il vous plaît, attendez

La présentation est en train de télécharger. S'il vous plaît, attendez

Avantages et défis inhérents à l’usage de l’ordinateur au primaire et au secondaire : point de vue d’élèves et d’enseignants 1.

Présentations similaires


Présentation au sujet: "Avantages et défis inhérents à l’usage de l’ordinateur au primaire et au secondaire : point de vue d’élèves et d’enseignants 1."— Transcription de la présentation:

1 Avantages et défis inhérents à l’usage de l’ordinateur au primaire et au secondaire : point de vue d’élèves et d’enseignants 1

2 CONTEXTE 2

3 COMMISSION SCOLAIRE UNIQUE 7 années d’intégration des ordinateurs portatifs à tous les niveaux* 7 années d’intégration des ordinateurs portatifs à tous les niveaux* Une amélioration significative du taux de réussite des élèves aux épreuves officielles du ministère (du 66 e rang au 23 e rang) Une amélioration significative du taux de réussite des élèves aux épreuves officielles du ministère (du 66 e rang au 23 e rang) 3

4 PARTENARIAT DE RECHERCHE Intérêts de recherche communs Intérêts de recherche communs Volonté commune de mieux comprendre Volonté commune de mieux comprendre 4

5 OBJECTIFS 5

6 OBJECTIFS Usages Usages Compétences Compétences Avantages et défis Avantages et défis Opportunités Opportunités Impacts Impacts Développement professionnel* Développement professionnel* 6

7 MÉTHODOLOGIE 7

8 PARTICIPANTS 8

9 ÂGE DES ÉLÈVES De 8 à 18 ans De 8 à 18 ans De la 3 e année du primaire au cinquième secondaire De la 3 e année du primaire au cinquième secondaire 9

10 EXPÉRIENCE D’ENSEIGNEMENT 10

11 ANALYSES Analyses quantitatives (SPSS) Analyses quantitatives (SPSS) Analyses qualitatives préliminaires et exploratoires Analyses qualitatives préliminaires et exploratoires 11

12 RÉSULTATS 12

13 ACCÈS & ÉQUIPEMENT 13

14 ACCÈS À LA MAISON 14

15 AUTRES ÉQUIPEMENTS 15

16 USAGES 16

17 TEMPS (nb h) SUR INTERNET (ENSEIGNANTS) 17

18 TEMPS (nb h) SUR INTERNET (ÉLÈVES) 18

19 OUTILS UTILISÉS (ENSEIGNANTS) 19

20 OUTILS UTILISÉS (ENSEIGNANTS/ÉLÈVES) 20

21 Analyse qualitative exploratoire et préliminaire

22 USAGE Hors classe… Hors classe… 22

23 1. Communication Communication avec les pairs Communication avec les pairs Communication avec les parents Communication avec les parents Communication avec les élèves Communication avec les élèves Communication avec la communauté Communication avec la communauté 23

24 Communication I use my laptop to connect/share with other teachers. I use my laptop to connect/share with other teachers. All my communications with parents are on my laptop. All my communications with parents are on my laptop. [I use] email for communication with my students. [I use] email for communication with my students. 24

25 2. Création/innovation Searching for creative inspiration, to discover new methods of teaching new skills. Searching for creative inspiration, to discover new methods of teaching new skills. The internet allows me to find better methods to use and experiment with in the classroom. The internet allows me to find better methods to use and experiment with in the classroom. 25

26 3. Gestion de l’enseignement PowerPoint which is then uploaded to a platform used for teaching (Elluminate). PowerPoint which is then uploaded to a platform used for teaching (Elluminate). Documents are sent to students via a a docking system (Cyberduck). Documents are sent to students via a a docking system (Cyberduck). 26

27 4. Bonifier… I look for pictures, diagrams, tables, graphs, etc. for PPT presentation. I look for pictures, diagrams, tables, graphs, etc. for PPT presentation. 27

28 5. Récupération… I'm using site that are made especially for teachers (Jardin de Vicky, Educa-tout et l'envolée) The material is easy to use and clearly explain. I love it and the kids too!!! I'm using site that are made especially for teachers (Jardin de Vicky, Educa-tout et l'envolée) The material is easy to use and clearly explain. I love it and the kids too!!! 28

29 6. Recherche d’information… Basicaly for research purposes and for webquests. Basicaly for research purposes and for webquests. 29

30 7. Plagiat …for plagiarism checks… …for plagiarism checks… 30

31 USAGE En classe… En classe… 31

32 USAGE 32

33 1. Transdisciplinaire… We use the smart board for math activities. We use the smart board for math activities. I use the Elmo device we have for many read aloud language Arts activities and notebook I use the Elmo device we have for many read aloud language Arts activities and notebook spelling practice & tests spelling practice & tests 33

34 1. Transdisciplinaire… I assign a variety of projects in History, Ethics, Geography and English I assign a variety of projects in History, Ethics, Geography and English Use special web site for Social studies as texts and info on topics we see. Use special web site for Social studies as texts and info on topics we see. 34

35 1. Transdisciplinaire… I use videos from National Geographic and VodZone in Science class, YouTube in Language Arts and TeacherTube in Math. I use the digital projector and Word to demonstrate in Language Arts. We use favourite websites in all subjects. I use the Smartboard, especially during Math. I use videos from National Geographic and VodZone in Science class, YouTube in Language Arts and TeacherTube in Math. I use the digital projector and Word to demonstrate in Language Arts. We use favourite websites in all subjects. I use the Smartboard, especially during Math. iMovies used for media literacy iMovies used for media literacy 35

36 2. Présentation PowerPoint used for presentation of information; PowerPoint used for presentation of information; I use a projector and a computer lab. Using Power Point and Video projections to emphase specific elements about business topics. I use a projector and a computer lab. Using Power Point and Video projections to emphase specific elements about business topics. 36

37 2. Présentation I use PowerPoint as a teaching tool. I use PowerPoint as a teaching tool. Sometimes I will demonstrate a new sport by showing a slide show, video or YouTube video. Sometimes I will demonstrate a new sport by showing a slide show, video or YouTube video. We use the projector for correcting and grammar activities. We use the projector for correcting and grammar activities. 37

38 3. Bonifier l’enseignement I use technology to support my objectives. For example in teaching a LES on Children's Voices I use technology to support my objectives. For example in teaching a LES on Children's Voices 38

39 3. Bonifier l’enseignement My computer is an educational tool used to enhance my teaching. My computer is an educational tool used to enhance my teaching. To present projects or themes, to teach how to do book trailers, digital storytelling, to presents stories on film by NFB to younger grades who have no laptops, etc. To present projects or themes, to teach how to do book trailers, digital storytelling, to presents stories on film by NFB to younger grades who have no laptops, etc. 39

40 4. Motiver les élèves I often use technology to spark an interest in my lesson. I often use technology to spark an interest in my lesson. My students are very 'visual learners' and respond to video/youtube/powerpoint presentations. My students are very 'visual learners' and respond to video/youtube/powerpoint presentations. 40

41 5. Opportunités pour les élèves There are online opportunities for students to not only support their learning but also for review before unit tests. There are online opportunities for students to not only support their learning but also for review before unit tests. 41

42 5. Opportunités pour les élèves My students are in the Work Oriented Training Path so technology is very useful for job search, navigating government web sites, using Canada411 to find businesses/people, etc. My students are in the Work Oriented Training Path so technology is very useful for job search, navigating government web sites, using Canada411 to find businesses/people, etc. 42

43 5. Opportunités pour les élèves My students are in the Work Oriented Training Path so technology is very useful for job search, navigating government web sites, using Canada411 to find businesses/people, etc. My students are in the Work Oriented Training Path so technology is very useful for job search, navigating government web sites, using Canada411 to find businesses/people, etc. 43

44 6. Enseignement des TIC I am teaching my student to use Microsoft Office Suit to prepare at type of business documents (EXCELL, Word, Power Point...) I am teaching my student to use Microsoft Office Suit to prepare at type of business documents (EXCELL, Word, Power Point...) 44

45 7. Communication I use it for my morning messages, during all my math classes, for any group project, for showing notes on the smartboard during large group discussions, and many more occasions I use it for my morning messages, during all my math classes, for any group project, for showing notes on the smartboard during large group discussions, and many more occasions 45

46 8. Amener ses élèves à faire usage des TIC I use some of applications in MacBook: Garageband, I-movie, PPT, Word, - Formulate Pro to have students write directly on the e-handouts - weekly spelling tests on Spelling City website - interactive, shared application to teach and practice concepts learned (in math and ELA for example) I use some of applications in MacBook: Garageband, I-movie, PPT, Word, - Formulate Pro to have students write directly on the e-handouts - weekly spelling tests on Spelling City website - interactive, shared application to teach and practice concepts learned (in math and ELA for example) 46

47 DÉVELOPPEMENT PROFESSIONNEL 47

48 Impact du développement professionnel en TIC 48

49 Impact du développement professionnel I did not have a useful professional development course. I did not have a useful professional development course. None of them were helpful. None of them were helpful. it wasn't very useful. it wasn't very useful. 49

50 Impact du développement professionnel I haven't found any to be particularly helpful in that not enough time is given to learning how to use the technology efficiently and effectively enought to take it back to the classroom and use it right away. I haven't found any to be particularly helpful in that not enough time is given to learning how to use the technology efficiently and effectively enought to take it back to the classroom and use it right away. Most professional development courses have been a waste of time. Most professional development courses have been a waste of time. 50

51 Impact du développement professionnel I have been learning with every course that I attended. I have been learning with every course that I attended. 51

52 Ce qui semble apprécié Workshop on Digital storytelling Workshop on GarageBand Workshop on Digital storytelling Workshop on GarageBand Introduction to using the computer, wireless writing, using the smartboard. Introduction to using the computer, wireless writing, using the smartboard. research methods research methods Aide/Formation par les pairs, les proches… Aide/Formation par les pairs, les proches… My kids have helped me too! My kids have helped me too! 52

53 Types de DP One-to-One tutorial program that has helped me intensely. One-to-One tutorial program that has helped me intensely. I have learned mostly on my own, "playing" around on my computer and in the various programs. I have learned mostly on my own, "playing" around on my computer and in the various programs. 53

54 Ce qu’ils cherchent surtout A hands-on course that includes a production component (i-movie, podcasting,...) would be helpful for me. A hands-on course that includes a production component (i-movie, podcasting,...) would be helpful for me. I want to bring students with me, as they are excellent teaching assistants in the classroom. I want to bring students with me, as they are excellent teaching assistants in the classroom. 54

55 DÉFIS ET OBSTACLES 55

56 DÉFIS ET OBSTACLES

57 Temps… The two most important barriers to effective use of ICT in the classroom are time and time. The two most important barriers to effective use of ICT in the classroom are time and time. Time. We have so many other pressing tasks to do. Time. We have so many other pressing tasks to do. I barely have time to cover all the required language arts and math as it is. I barely have time to cover all the required language arts and math as it is. Time - there's never enough. Time - there's never enough. 57

58 Équipements Computers malfunctioning, slow functioning laptops, lack of equipment Computers malfunctioning, slow functioning laptops, lack of equipment computers brake down too often wireless access too slow at times (overloaded) computers brake down too often wireless access too slow at times (overloaded) 58

59 Usages des élèves Facebook, msn! Facebook, msn! Facebook and MSN messenger. Students tend to go off task and go on Facebook to keep up to date with their friends. It is a great barrier in the classroom and causes problems of bullying and breakups that students all of the sudden have to deal with. Facebook and MSN messenger. Students tend to go off task and go on Facebook to keep up to date with their friends. It is a great barrier in the classroom and causes problems of bullying and breakups that students all of the sudden have to deal with. 59

60 Formation Lack of true professional development Lack of true professional development 60

61 Formation Students not having internet access or a computer at home Students not having internet access or a computer at home 61

62 COMPÉTENCE 62

63 Compétences informationnelles Trouver une information, juger de sa validité, etc. Trouver une information, juger de sa validité, etc. Les enseignants ont une bonne perception des compétences informationnelles de leurs élèves… Les enseignants ont une bonne perception des compétences informationnelles de leurs élèves… 63

64 Compétences informationnelles Les enseignants, tout comme les élèves, se trouvent compétents pour trouver de l’information. Les enseignants, tout comme les élèves, se trouvent compétents pour trouver de l’information. 64

65 IMPACTS 65

66 MOTIVATION (A) En général, les enseignants reconnaissent les qualités motivationnelles des TIC pour apprendre chez les élèves, peu importe l’âge. En général, les enseignants reconnaissent les qualités motivationnelles des TIC pour apprendre chez les élèves, peu importe l’âge. 66

67 MOTIVATION (B) En général, les élèves reconnaissent les qualités motivationnelles des TIC pour apprendre, peu importe la matière. En général, les élèves reconnaissent les qualités motivationnelles des TIC pour apprendre, peu importe la matière. 67

68 APPRENTISSAGE En général, les élèves et les enseignants trouvent que les TIC permettent d’apprendre plus, pour une variété de raisons. En général, les élèves et les enseignants trouvent que les TIC permettent d’apprendre plus, pour une variété de raisons. 68

69 AVANTAGE DES CLASSES PORTABLES 69

70 AVANTAGES DES CLASSES PORTABLES

71 1. MOTIVATION 71

72 MOTIVATION Motivation and provides skills that they will need in the future. Motivation and provides skills that they will need in the future. Motivating factor! Motivating factor! Increased student success and motivation. Increased student success and motivation. 72

73 2. DÉCLOISONNEMENT DE L’ÉCOLE 73

74 DÉCLOISONNEMENT DE L’ÉCOLE We are more tied to the world and what the kids are interested in. Students enjoy the computer and the orals are much better when accompanied by powerpoints or photos. We are more tied to the world and what the kids are interested in. Students enjoy the computer and the orals are much better when accompanied by powerpoints or photos. 74

75 DÉCLOISONNEMENT DE L’ÉCOLE The students know that there is a world outside the classroom walls, one which they have questions and concerns about; the laptop is the wrecking-ball that removes the walls, allowing all kinds of things (good AND not-so-good) into their lives in a very real way. They are part of the world, and need to discover themselves as they discover the world around them. The students know that there is a world outside the classroom walls, one which they have questions and concerns about; the laptop is the wrecking-ball that removes the walls, allowing all kinds of things (good AND not-so-good) into their lives in a very real way. They are part of the world, and need to discover themselves as they discover the world around them. 75

76 DÉCLOISONNEMENT DE L’ÉCOLE You are not limited in your learning to your immediate surroundings. You are not limited in your learning to your immediate surroundings. 76

77 3. ATTENTION DES ÉLÈVES 77

78 ATTENTION DES ÉLÈVES It draws you into your work - holds attention. It draws you into your work - holds attention. Kids attention, and serious work! Kids attention, and serious work! 78

79 4. APPRENTISSAGEINDIVIDUALISÉ,DIFFÉRENCIÉ 79

80 APPRENTISSAGE INDIVIDUALISÉ, DIFFÉRENCIÉ Individualized instruction opportunities and collaboration. Individualized instruction opportunities and collaboration. 80

81 5. AUTONOMIE 81

82 AUTONOMIE Each student can hand in assignments that are typed and spellchecked. Each student can hand in assignments that are typed and spellchecked. 82

83 6. ACCÈS À TOUS 83

84 ACCÈS À TOUS Accessibility to computer and Internet at all times Accessibility to computer and Internet at all times Equal access to information and to the world. Equal access to information and to the world. Connectivity. Kids can access so much so quickly. Connectivity. Kids can access so much so quickly. 84

85 ACCÈS À TOUS Everyone is on the same level - it is not only the students who can afford a laptop who have one Everyone is on the same level - it is not only the students who can afford a laptop who have one It is helpful for students with undeveloped fine motor skills and for students with learning disabilities. It puts all students on an equal level. It is helpful for students with undeveloped fine motor skills and for students with learning disabilities. It puts all students on an equal level. 85

86 7. ACCÈS À L’INFORMATION 86

87 ACCÈS À L’INFORMATION Information at your fingertips Information at your fingertips To enable easy access to a vast amount of information To enable easy access to a vast amount of information Quicker access to everything - information, editing, production. Quicker access to everything - information, editing, production. 87

88 ACCÈS À L’INFORMATION The access to vast information when our libraries are very minimal The access to vast information when our libraries are very minimal Connected to information and to new ideas at the same time. Connected to information and to new ideas at the same time. 88

89 8. COMMUNICATION 89

90 COMMUNICATION Communication at your fingertips. Communication at your fingertips. 90

91 9. APPRENTISSAGE,CRÉATIVITÉ 91

92 APPRENTISSAGE CRÉATIVITÉ Teachers can do more with their students. Teachers can do more with their students. They like to use it for math and science the most, I think, because there are often interactive sites or teaching clips that they can enjoy. They like to use it for math and science the most, I think, because there are often interactive sites or teaching clips that they can enjoy. 92

93 APPRENTISSAGE CRÉATIVITÉ Allows students to visualize actual events or phenomens that are hard to explain verbally. Allows students to visualize actual events or phenomens that are hard to explain verbally. individual creativity... individual creativity... The main advantage is the increase in knowledge that is available to the students. Technology also allows for a variety of learning methods. The main advantage is the increase in knowledge that is available to the students. Technology also allows for a variety of learning methods. 93

94 10. OPPORTUNITÉS D’AVENIR 94

95 OPPORTUNITÉS D’AVENIR Students have an opportunity to develop computer skills at a young age, which will help them when looking for future jobs that require computer literacy. Students have an opportunity to develop computer skills at a young age, which will help them when looking for future jobs that require computer literacy. Teach the kids to use a tool they will use all their life Teach the kids to use a tool they will use all their life 95

96 OPPORTUNITÉS D’AVENIR Preparing students for the future. Preparing students for the future. The students have access to a world of information at their finger tips and they are being prepared for the world ahead of them. The students have access to a world of information at their finger tips and they are being prepared for the world ahead of them. 96

97 MEILLEUR USAGE PAR UN PROF 97

98 MEILLEUR USAGE PAR UN PROF

99 MEILLEURS USAGES Transdisciplinaires Transdisciplinaires Variés : présentation à apprentissage actif Variés : présentation à apprentissage actif Variété de technologies (blogs, Wikipedia, GarageBand, YouTube, etc.) Variété de technologies (blogs, Wikipedia, GarageBand, YouTube, etc.) 99

100 CONCLUSION 100

101 CONCLUSION Des usages très variés Des usages très variés Une multitude de bénéfices Une multitude de bénéfices Des enseignants réellement différents Des enseignants réellement différents Un besoin pressant de renouveler l’équipement Un besoin pressant de renouveler l’équipement 101

102 Merci. 102


Télécharger ppt "Avantages et défis inhérents à l’usage de l’ordinateur au primaire et au secondaire : point de vue d’élèves et d’enseignants 1."

Présentations similaires


Annonces Google