Prikaz za djelatnike knjižnice: Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology

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...

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Izdano u:	URI:https://journals.openedition.org/ced,
Glavni autori:	Stockless, Alain, Forissier, Thomas, Lepage, Isabelle, Chartofylaka, Lamprini, Psyché, Valéry, Anjou, Claire, Bourdeau, Jacqueline
Format:	Article ou chapitre numérique
Jezik:	Anglais
Izdano:	Contextes et didactiques 2024
Teme:	collaboration numérique innovation pédagogique effet de contexte acceptabilité pedagogical innovation context effects-based teaching digital technology acceptance
Online pristup:	Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM

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record_format	openedition
spelling	openedition-oai:revues.org:ced_5566 https://doi.org/10.4000/11ub6 urn:doi:10.4000/11ub6 en https://journals.openedition.org/ced/5566 2024-06-17T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/11ub6 https://creativecommons.org/licenses/by-nc/4.0/ Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology Contextes et didactiques Presses universitaires des Antilles info:eu-repo/semantics/reference/issn/2551-6116 URI:https://journals.openedition.org/ced Stockless, Alain Forissier, Thomas Lepage, Isabelle Chartofylaka, Lamprini Psyché, Valéry Anjou, Claire Bourdeau, Jacqueline collaboration numérique innovation pédagogique effet de contexte acceptabilité pedagogical innovation context effects-based teaching digital technology acceptance collaboration 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. Dans le cadre du projet de recherche sur les Technologies Éducatives pour l’Enseignement en Contexte, nous avons conçu un dispositif pédagogique innovant utilisant les technologies numériques en tenant compte de l’enseignement dans deux contextes différents. Dans le cadre de cet article, le contexte est caractérisé par des environnements qui diffèrent entre deux groupes d’apprenants, ce que nous appelons les effets de contextes. Ainsi, nous considérons le contexte pour développer une innovation pédagogique avec le numérique impliquant des apprenants de deux pays différents. Les apprenants collaborent en ligne et explorent un thème identique tout en faisant face à des réalités contextuelles fortement contrastées. Cette innovation pédagogique avec le numérique représente un changement significatif pour les enseignants et son acceptabilité peut favoriser son utilisation en classe. Dans cette perspective, cet article examine l’acceptabilité de l’innovation pédagogique et l’utilisation du numérique par les enseignants. Inspirée par le Modèle d’Acceptation de la Technologie (technology acceptance model) de Davis, une recherche qualitative a été réalisée et sept entretiens semi-dirigés ont été menés. Les résultats ont montré la pertinence des effets contextuels sur l’enseignement avec le numérique et son acceptabilité est caractérisée par une perception positive de l’utilité et de l’intention d’utilisation, les enseignants remarquant un apprentissage approfondi chez leurs élèves.
collection	OpenEdition Journal
language	Anglais
format	Article ou chapitre numérique
building	0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/
topic	collaboration numérique innovation pédagogique effet de contexte acceptabilité pedagogical innovation context effects-based teaching digital technology acceptance collaboration
spellingShingle	collaboration numérique innovation pédagogique effet de contexte acceptabilité pedagogical innovation context effects-based teaching digital technology acceptance collaboration Stockless, Alain Forissier, Thomas Lepage, Isabelle Chartofylaka, Lamprini Psyché, Valéry Anjou, Claire Bourdeau, Jacqueline Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology
description	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.
author	Stockless, Alain Forissier, Thomas Lepage, Isabelle Chartofylaka, Lamprini Psyché, Valéry Anjou, Claire Bourdeau, Jacqueline
author_facet	Stockless, Alain Forissier, Thomas Lepage, Isabelle Chartofylaka, Lamprini Psyché, Valéry Anjou, Claire Bourdeau, Jacqueline
author_sort	Stockless, Alain
title	Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology
title_short	Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology
title_full	Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology
title_fullStr	Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology
title_full_unstemmed	Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology
title_sort	collaboration between two contexts: acceptability of a pedagogical innovation with digital technology
publisher	Contextes et didactiques
publishDate	2024
container_title	URI:https://journals.openedition.org/ced
url	https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/11ub6 https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/ced/5566
_version_	1877292403488980992

Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology

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