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Usage des tablettes numériques pour favoriser le passage à l’écrit de collégiens présentant un trouble spécifique du langage écrit
En partant du cadre des activités avec instruments, cet article présente les résultats d’une recherche conduite à l’occasion de l’introduction de l’application S. dans les collèges français. Il s’attache à interroger l’usage de cette application sur une tablette numérique par des collégiens diagnostiqués dys afin de vérifier s’il peut contribuer à un objectif d’inclusion. En conclusion, cet article discute de l’intérêt de ce type d’application pour favoriser le développement de ces élèves.
This article presents an exploratory research on the conditions for the adoption of digital tablets iPad in an educational context. 13 interviews of teachers and leaders and four classrooms observation were conducted in a primary school, a middle school and a technological high school in Paris suburbs. Organizational, pedagogical and technical factors expressed by respondents, explain the use or non-use of tablets by teachers. Others explanatory factors refer to their perception of technology and/ or interest they derive from their use. In addition, a tension was characterized between a large enthusiasm due to the novelty of the ergonomic features of tablets and the important remaining constraints of the reality.
This research in exploratory matter was initiated by the Académie de Paris within the framework of an experimentation project of tablet computers at school. In September 2011, a class of pupils aged from ten to eleven was equipped with ten tablet-PC on the basis of a cultural project. Our objective was to set up a methodology of research aiming at determining if this learning situation would allow the implementation of an autonomous collaborative activity, mediated by the instrument and directed towards the knowledge. We made the assumption that the activity was going to evolve, initially supported by the teacher then carried out in autonomy, the artefact being gradually adapted by the pupils in its use and its running. Based on the observations carried out on the ground, the analysis of the interactions between pupils realised using a specific model - the media square - suggests such an appropriation.
L' étude commanditée par le ministère de l'Éducation nationale français, a été menée en 2013-2014 par le laboratoire " École, Mutations et Apprentissages " (EMA) de l'université de Cergy-Pontoise. Elle porte sur l'utilisation des tablettes tactiles à l'école primaire. Deux enquêtes de terrain (observations filmées, entretiens, questionnaires) ont été menées à 6 mois d'intervalle en 2013-2014 auprès d'enseignants volontaires, leurs élèves et les personnels de supervision. Elles ont permis de documenter les conditions d'implantation, les éventuels changements dans les pratiques et la manière dont les tablettes enrichissent ou limitent l'activité d'apprentissage des élèves dans les situations observées. L'étude montre que l'école primaire se prête bien à la mise en œuvre en classe de ce type d'instrument en particulier au cours d'activités de production. Les enseignants attribuent à ces instruments des fonctions de production, de communication, d'entrainement, de consultation d'aides et de supervision de l'activité des élèves. Elle met à jour des cas d'usages à valeur ajoutée pour les élèves et montre que les utilisations des tablettes s'accomplissent souvent dans des systèmes d'instruments plus larges amenant à une complexification de l'ingénierie pédagogique. Des pratiques de supervision apparaissent, grâce à des applications permettant des allers et retours de documents, le contrôle en continu de la tâche et le réajustement des attentes de l'enseignant. Ces pratiques réclament une aisance instrumentale importante de l'enseignant et une vision claire de la perspective didactique qu'il poursuit et amènent les enseignants à réinterroger l'évaluation de l'activité des élèves : comment évaluer une tâche qui ne donne pas trace de son processus d'élaboration ou la collaboration entre élèves ou encore les compétences instrumentales qui se construisent ? Concernant l'activité des élèves producteurs d'écrits riches, les instruments permettent de réguler l'acte d'écriture dans le flux (correcteur orthographique, écriture prédictive). Les fonctions méta textuelles sont prometteuses, mais peu exploitées et des confusions du côté des élèves (cycle 2) apparaissent confrontant souvent les enseignants à des textes constitués des erreurs produites par les élèves et par la machine. 6 recommandations ferment le rapport. Elles concernent : - l'organisation nécessaire pour que les usages persistent : mise en réseau des équipes, valorisation, robustesse des infrastructures ; - l'accompagnement par les inspecteurs en charge des TICE et les animateurs TICE de leurs collègues dans la perspective d'équipements futurs : vision systémique des contraintes posées, approche didactique des ressources mobilisables, gestion de classe ; - compétences instrumentales des enseignants et développement de connaissances plus robustes en informatique ; - repenser une formation des enseignants à la gestion d'un système d'instruments orientée ingénierie éducative, incluant les aspects techniques, organisationnels pédagogiques, didactiques et ergonomiques ; - l'ouverture des applications, dans une dimension auteur, pour permettre une meilleure adaptation aux contextes locaux ; - accompagner les élèves à une meilleure compréhension du fonctionnement des environnements technologiques utilisés.
Since Act 2005-102 of Februay 11 2005 on “equality of rights and chances for the disabled”, the concept of school integration has evolved toward exclusion: the society can be a handicap and is the one having to adapt to the educational difficulties linked to a handicap. Within the school framework, it is essential that the teachers adapt their teaching practices in order to make up for the learning difficulties linked to the handicaps. Nevertheless, having a legal framework is not enough. Accepting those students, which are sometimes way below the normal requirements of the class, constitutes a real challenge as regards the various issues it raises (Belmont & Vérillon, 2003; Gombert & Roussey, 2007). Various questions on those gestures have to be asked like what are the nature and functions of the gestures meant to help the students? Do those gestures vary depending on the grade level taught (primary or secondary education)? Do we see a correlation between the way the teachers define the handicap, the school integration and dyslexia, and different types of gestures? Are some of them linked - more than others - to the students’ positive feeling about integration? The research work herein sets out to answer those questions establishing a direct link between the three elements: (1) the nature of the gestures of help that primary and secondary school teachers set up in their classes when they welcomed students with a severe specific writing disorder, (2) the way the teachers speak of this handicap, integration and the specific disorder (dyslexia and dysgraphia), (3) the way the welcomed students live their experiences at school (Dubet & Martucelli, 1996).
People with dyslexia, who ordinarily struggle to read, sometimes remark that reading is easier when e-readers are used. Here, we used eye tracking to observe high school students with dyslexia as they read using these devices. Among the factors investigated, we found that reading using a small device resulted in substantial benefits, improving reading speeds by 27%, reducing the number of fixations by 11%, and importantly, reducing the number of regressive saccades by more than a factor of 2, with no cost to comprehension. Given that an expected trade-off between horizontal and vertical regression was not observed when line lengths were altered, we speculate that these effects occur because sluggish attention spreads perception to the left as the gaze shifts during reading. Short lines eliminate crowded text to the left, reducing regression. The effects of attention modulation by the hand, and of increased letter spacing to reduce crowding, were also found to modulate the oculomotor dynamics in reading, but whether these factors resulted in benefits or costs depended on characteristics, such as visual attention span, that varied within our sample.
The aim of this study was to determine how head and neck postures vary when using two media tablet (slate) computers in four common user configurations.
Fifteen experienced media tablet users completed a set of simulated tasks with two media tablets in four typical user configurations. The four configurations were: on the lap and held with the user's hands, on the lap and in a case, on a table and in a case, and on a table and in a case set at a high angle for watching movies. An infra-red LED marker based motion analysis system measured head/neck postures.
Head and neck flexion significantly varied across the four configurations and across the two tablets tested. Head and neck flexion angles during tablet use were greater, in general, than angles previously reported for desktop and notebook computing. Postural differences between tablets were driven by case designs, which provided significantly different tilt angles, while postural differences between configurations were driven by gaze and viewing angles.
Head and neck posture during tablet computing can be improved by placing the tablet higher to avoid low gaze angles (i.e. on a table rather than on the lap) and through the use of a case that provides optimal viewing angles.
In this paper we explore how the use of gesture and touch with digital technology fits into an overall scheme of meaning making. We investigate the concept of dynamic materiality by looking at examples of cognitive, socially situated and technologically mediated experiences of literacy. Dynamic materiality refers to the constant shift between modes and texts through which students need to navigate to build cohesive layers of meaning between reading and writing for literacy and learning tasks at school. Data for the study was collected through observations of literacy lessons that incorporated reading, writing, talking, listening, creating and viewing in a fifth grade class where each student had a touch pad. Lesson sequences that integrated the use of touch pads for targeted learning purposes were recorded and analysed for evidence of modal layering. When the overall semiotic context was coded it became clear that gesture and touch must be considered as important communicative tools for students working with digital technologies. Furthermore, when students reflected orally on their learning and thinking processes the data shows how their purposeful use of touch provides evidence of dynamic materiality. These findings illustrate the value of including touch in the consideration of modes in meaning making and reveal new ways of viewing literacy in contemporary times.
La tablette tactile fait désormais partie des dispositifs numériques fréquemment proposés aux élèves dès l'école primaire. A l'heure où les recommandations sur les utilisations disciplinaires du numérique apparaissent dans les programmes scolaires (actuellement en consultation), nous avons choisi de porter notre attention sur les usages de la tablette en situation de production d'écrit. Quelle influence la tablette tactile at -elle sur l'activité d'écriture des élèves ? C'est la question qui a été abordée dans une étude exploratoire dans le cadre de la recherche Extate (Expérience tablette tactile à l'école primaire) menée en 2013-2014 (Villemonteix et al., 2014). Le présent article décrit les premiers résultats exploratoires obtenus dans cette étude, puis introduit une étude actuellement en cours visant à analyser de façon plus systématique l'activité des élèves.
As touch technologies such as phones, tablets and touch screen tables become more present within classrooms there is a need to examine the relationship between literacy and physical action, particularly non-linear reading paths. This paper presents data, that is part of an ongoing international study, to provide some insights from classroom observations of Year 5 students using iPads as well as traditional paper-based texts within their literacy lessons. This is ongoing research with a large corpus of data being analysed. We use specific examples to examine the reading and writing process for some students as they interact with the physical interface of the touch pads through the mode of gesture. Our goal was to investigate the cognitive and interactional processes that take place when the students read digital texts on a touch pad and to understand the processes used to render hybrid, multimodal ‘texts’ meaningful. We employ the concept of dynamism to interrogate the embodied iterative explorations students demonstrate through their learning, scaffolded by their teacher’s pedagogical adaptation to the potentials of the touch technology.
Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students are able to exchange ideas and work collaboratively in an environment that promotes fluency.
Effectiveness of iPad computerized writing instruction was evaluated for 4th-9th graders (n = 35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4-9 with history of persisting writing disabilities.
L'utilisation de l'iPad en classe peut poser des défis que les enseignants auront du mal à relever s'ils sont mal préparés. Cet ouvrage vise à leur faciliter la tâche. Il s'appuie sur l'une des plus grandes recherches effectuées sur les usages, les avantages et les défis inhérents la présence de l'iPad à l'école. Plus de 8 000 élèves et 420 enseignants du Québec, de la France et de la Belgique ont participé à cette étude.
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Self-concept and self-esteem in two groups of dyslexic children (mainstream placement and SpLD unit placement, total N=63) were examined. Interviews and a questionnaire (the SDQ-1) were utilised, giving a mix of qualitative and quantitative data. Where appropriate, a control group of 57 children without learning difficulties was assimilated into the research design. The main findings were that the presence of dyslexia produced marked effects on the self-concept and self-esteem of children, although this was more apparent in the participants attending mainstream schools than those in SpLD units. The qualitative data revealed that children with dyslexia felt isolated and excluded in their schools, and that, typically, up to half were regularly teased or bullied. The findings were related to self-concept and self-esteem theory, and current educational practice. The limitations in terms of research design and analysis were also noted.
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