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ICT and Success: conditions for successful integration

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The work of Christian Barrette, carried out with the support of the Association pour la recherche au collégial [Association for College Research] provides a set of conditions (pedagogical, organizational, etc.) that support the successful integration of ICT in the classroom. Here they are (click on the arrow):

Conditions for the successful integration of ICT in the classroom:

  1. Teachers are motivated by the activity.
  2. The activity scenario is characterized by finely-tuned coordination between the teaching methods used and the objectives pursued.
  3. The teaching methods used in the scripted activity focus mainly on…
    1. the transmission of content by assigning a reactive role to the student and assigning to the teacher the role of instructor, of specialist in the subject-matter: exploitation individuelle, en classe ou au laboratoire, de dispositifs technopédagogiques qui induisent l’apprentissage de performances ou qui facilitent l’entraînement (jeux éducatifs ou des exercices répétés), qui sont différenciés et adaptatifs pour permettre à chaque élève de progresser à son rythme, d’expérimenter à la fois défis et succès, stimulant ainsi la motivation des élèves.
    2.  … conscious proficiency in cognitive skills by assigning a proactive role to the student and assigning to the teacher the role of facilitator: exploitation individuelle, en classe, au laboratoire mais aussi ailleurs, de dispositifs technopédagogiques qui sollicitent chez l’élève la métacognition, la réflexion sur ses méthodes de travail et sur son apprentissage (tutoriels ous imulateurs intelligents qui retournent des rétroactions).
    3. the co-construction of socially meaningful knowledge by assigning an interactive role to the student and assigning to the teacher the role of moderator: exploitation en tout lieu de dispositifs technopédagogiques qui soutiennent l’apprentissage collaboratif (environnements virtuels de formation, environnements numériques de travail), surtout dans uneapproche-projet ou une approche par problème, et qui donnent accès à des personnes (spécialistes, mentors) et à des ressources externes.
  4. The organizational conditions are favourable to the unfolding of the activity.
  5. The techno-pedagogical tools used in the activity helps reduce sociocultural differences (sex, social class, ethno-cultural status) among those who use them.

Note: It is possible to easily and quickly verify whether a pedagogical activity using ICT takes into account the conditions listed above by responding to the questions included in the analysis grid for a pedagogical scenario using ICT.

 

Here is a set of concept maps that allow organizational conditions (among others) for the successful integration of ICT to be linked (click on the arrow):

Organizational Conditions for the successful integration of ICT: Concept Maps (in French):