From acceptability of digital change to appropriation of technology : The 4A Model

Abstract

The digital challenge of the 21st century is often qualified as the “third revolution” (Serres, 2012, p.35). However, there are many profiles and needs when it comes to digital uses, and there is a great interindividual variability. One of the main risks related to the digitalization and the introduction of Information and Communication Technologies is the increase of inequalities between individuals, intertwined with already existing social inequalities.
To reduce digital inequalities and to promote the professional integration of students, France has supported, since the 2000s, a national policy promoting learning and support for digital uses in primary and secondary schools. Indeed, several programs have been implemented to develop a digital culture among students and create modern working conditions. In this perspective, the Grand-Est Region has established a digital system, called ‘Lycée 4.0’, corresponding to a technological change. This project, started in September 2017, consists of replacing school books with digital textbooks. Adolescents and teachers then benefit from a set of digital tools that can be used both in high schools and at home.
The study aims to analyze the challenges of setting up the ‘Lycée 4.0’ system. The objective is to study the process of acceptance of digital tools, through the perceptions but also the uses of both high school students and teachers. For this, we created the “4A Model” (Bauchet et al., 2019), which offers a global acceptance process, composed of four phases: acceptability, acceptance, adoption and appropriation. By combining quantitative and qualitative data issued from interviews, questionnaires and cases analyses, the aim of our communication is also to understand the effects of ‘Lycée 4.0’ on parenting practices and on school-family links. By considering the different systems with which adolescents interact (family, school, peers, institutions), this work fits therefore into the ecosystem approach of Bronfenbrenner (1979, 1994).

Full text

From acceptability of digital change to appropriation of technology :
The 4A Model
Capucine BAUCHET, Blandine HUBERT, Jérôme DINET
capucine.bauchet@univ-lorraine.fr
CONCLUSION
Longitudinal
approach
Quantitative
analyses
Qualitative
analyses
METHOD
- Bauchet, C., Hubert, B., & Dinet, J. (2019, décembre). Le numérique chez les lycéens: entre acceptation, usages et implications.
Communication presented during the « Rencontres de la recherche en psychologie », Nancy, France.
- Bronfenbrenner, U. (1994). Ecological models of human development. In M. Gauvain & M. Cole (eds.), Readings on the development of
children, 2nd ed. (pp. 37-43). New York : Freeman.
- Courtois, C., Montrieux, H., De Grove, F., Raes, A., De Marez, L., & Schellens, T. (2014). Student acceptance of tablet devices in secondary
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- Dündar, H., & Akçayir, M. (2014). Implementing tablet PCs in schools: Students’ attitudes and opinions. Computers in Human Behavior,32,
40-46. Doi : 10.1016/j.chb.2013.11.020
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- Serres, M. (2012). Petite Poucette. Paris : Le Pommier.
BIBLIOGRAPHY
Digital transformation is a real challenge of the
21st century. Sometimes referred to as a "revolution"
(Serres, 2012,p.35), it represents a powerful
technological change in the lives of individuals, and
particularly for adolescents. Indeed, for several years
now, various policies for integrating digital tools into
school systems have emerged in different parts of the
world, for example, in Belgium (Courtois et al., 2014),
in the United States (McNaughton et al., 2018), or in
Turkey (Dündar & Akçayir, 2014).
In France, the Grand-Est region has implemented a
digital plan since 2017: the "Lycée 4.0". This project
allows high school students to benefit from a set of
digital tools that can be used both at school and at
home, strengthening the place of the school system
and the family as two micro-systems (Bronfenbrenner,
1994) fully involved in educational, social and
developmental transformation.
Evaluating the implications for adolescents of these
digital devices is essential in order to understand
changes in practices and representations.
INTRODUCTION
To assess this digital change and the integration of the “Lycée 4.0” plan, we created the
“4A Model” (Bauchet, Hubert, & Dinet, 2019). It proposes a four-step comprehensive
acceptance process, measuring both attitudes and behaviours.
TOWARD A THEORICAL PROPOSITION
The 4A Model is based on a dynamic approach, as shown by the feedback loops that may
exist between the different phases of the process.
It’s a project which consists of replacing
school books with digital books.
“Lycée 4.0”, what is it ?
That’s it. At the start of the 2019
school year, “Lycée 4.0” concerns 289
schools (out of 353) across the
academic region, including 125 (out of
136) for the Nancy-Metz Academy.
Oh, I see ! Each high school student
is then equipped with a computer and
has access to digital resources. MAIN GOAL
The study of the process of
acceptance of digital tools for high
school students (but also for teachers
and parents), through :
The
perceptions
To test the model, we will combine :
The
practices
This kind of research involves both scientific and societal
issues. They highlight the need to consider all of the
interconnected systems in which adolescent development
takes place (school, family, peers, etc.).
To go further, in the school context, the evaluation of the
acceptance of a technological tool can even help us to study
the implications for these micro-systems, such as, for example,
to understand the place of digital for school-family links.
With the technology appropriation
phase, we can study the extension
of practices from one micro-system
to another (e.g. from school to
home), but also the transfer of
uses of the adolescent to those
around him (notably his parents).