Representations and Uses of Digital Technology in Primary School Teaching: A Comparative Study between Two French Overseas Collectives in the South Pacific

Autor/inn/en	Ferriere, Severine; Ailincai, Rodica
Titel	Representations and Uses of Digital Technology in Primary School Teaching: A Comparative Study between Two French Overseas Collectives in the South Pacific
Quelle	In: International Education Journal: Comparative Perspectives, 21 (2022) 1, S.61-80 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Educational Technology; Technology Uses in Education; Teaching Methods; Foreign Countries; Gender Differences; Educational Policy; Elementary School Teachers; Social Influences; Teacher Attitudes; Technological Literacy; French Polynesia; New Caledonia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Geschlechterkonflikt; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozialer Einfluss; Lehrerverhalten; Technisches Wissen; Neukaledonien
Abstract	The aim of this descriptive, qualitative study was to collect the representations and feelings concerning the use of digital technology in the education of teachers and educational consultants in two French overseas territories, French Polynesia and New Caledonia. As this is an exploratory study, we did not formulate hypotheses, but rather sought information regarding expectations regarding differences and trends in perceptions and practices according to (1) the territory, (2) the status and (3) the gender of the individuals interviewed. The results indicated that (1) social representations associated with digital technology are almost identical in the two territories, a similarity most likely linked to the influence of French educational directives on local policies regarding digital technology in schools; (2) the duties carried out by the interviewees seem to influence the representations and discourses: the teachers are concerned by the use of digital technology in the classroom versus the educational consultants by training issues; (3) the discourse appears to be gendered: the men's discourse is centred on digital tools, the women's discourse is centred on the pupil and the contribution of digital technology (difficulties and advantages). (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01