Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology
As part of the Educational Technologies for Teaching in Context research project, we have conceived a pedagogical innovation with digital technologies by considering teaching from two different contexts. In this case, the context is characterized by environments that differ between two groups of lea...
Gorde:
| Argitaratua izan da: | URI:https://journals.openedition.org/ced, |
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| Egile Nagusiak: | , , , , , , |
| Formatua: | Article ou chapitre numérique |
| Hizkuntza: | Anglais |
| Argitaratua: |
Contextes et didactiques
2024
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| Gaiak: | |
| Sarrera elektronikoa: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Gaia: | As part of the Educational Technologies for Teaching in Context research project, we have conceived a pedagogical innovation with digital technologies by considering teaching from two different contexts. In this case, the context is characterized by environments that differ between two groups of learners and this is what we call context effects-based teaching. Thus, we consider context to develop a pedagogical innovation with digital technologies involving students from two different countries. They collaborate online and investigate an identical theme while facing strongly contrasting contextual realities. This pedagogical innovation with digital technologies involves a significant change for teachers and its acceptance can foster its use in the classroom. In this perspective, this article examines the acceptability of pedagogical innovation (context effects-based teaching) and digital use by teachers. Inspired by the Technology Acceptance Model by Davis, a qualitative design research was used and 7 semi-directed interviews were conducted. The finding showed the relevance of Context Effects-Based Teaching with digital and its acceptability is characterized by a positive perception of usefulness and intention of use, and teachers noticed in-depth learning in their students. |
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