Learning outcomes

  • C1 mastery of the didactics of the discipline(s) concerned or of didactics applied to these disciplines
  • C5 the ability to participate in the design and implementation of teacher training programs;
  • C6 the ability to observe, analyze and evaluate elements of professional teaching practice with a view to advising and helping to readjust these practices, drawing in particular on the results of scientific research in education, in the didactics of the subjects to be taught, in psychology, in the sociology of education and in gender studies, concerning in particular cultural diversity, socio-economic inequalities and gender;           

 

Goals

  • Knowing and mastering models for integrating digital tools in teaching 
  • Know and master digital tools 
  • Develop a critical approach to the use of digital tools 
  • Know how to design a teaching system that includes ICT, identifying the resources and materials needed to develop digital systems and taking into account the characteristics of the training context. 
  • Be able to analyze a situation involving the use of digital tools with regard to socio-numerical elements - understand the mechanisms of inequalities in the school context

Content

I. Introduction to the didactics of digital tools for teacher training
  • Contextualization: what is the didactics of digital tools? Definitions and issues 
  • Presentation of course objectives and content
II. Thinking about and analyzing the contexts in which digital tools are used  
  • Digital uses and practices in the school context  
  • Social and economic inequalities in the use of digital tools in schools 
  • Use of digital tools: choosing according to needs
III. Using digital tools at school: between ergonomics and cognition 
  • Teaching with digital technology: between myth and reality 
  • Learning with digital tools: a few ergonomic principles to facilitate learners' cognition 
IV. Teaching with digital tools - theoretical models  
  • Presentation of different theoretical models (TPACK, SAMR, ASPID, etc.)  
  • Analysis of a teaching sequence based on different theoretical models 
V. Digital tools for teacher training 
  • Tools for documentary research and pedagogical monitoring
  • Tools for creating training aids (presentations, videos, etc.)
  • Learning platforms
  • Tools for interaction with teachers in training (discussion platforms, surveys, etc.)
  • Animation and simulation tools  
  • Subject-specific software
  • ...
VII. Digital tools for training teachers in the pedagogical integration of digital tools  
  • Criteria for choosing a digital tool based on pedagogical objectives
  • Best practices for using digital tools in the classroo

Teaching methods

Lectures and occasional use of active methods (discussion, case studies, role-playing, etc.).

Assessment method

Students will be assessed on the basis of a written assignment including a teaching scenario using ICT

The teaching scenario will cover a number of points covered in the course (choice of tool, critique of the tool in relation to the context, educational added value, models for integrating digital tools, triple concordance, etc.). 

Sources, references and any support material

Powerpoint presentations 

  • Degeer, M., & Kumps, A. (2022). Les compétences numériques des élèves et des enseignants : A l’heure du Pacte pour un Enseignement d’excellence. De Boeck (Pédagogie et Formation).

 

Language of instruction

French
Training Study programme Block Credits Mandatory
Advanced Master in the Training of Teachers Standard 0 4
Advanced Master in the Training of Teachers Standard 1 4