ICT and academic motivation
Technopedagogy is a neologism adopted by the world of education, which reflects an unavoidable reality in the twenty-first century: the integration of ICT into pedagogy. In Quebec, we shamefully realize that the school dropout rate hovers around 30%, despite the fact that governments claim to want to reduce it and are taking a series of measures to achieve it, which, very sadly, prove to be true. little fruitful.
Also, there is a significant divide between digital natives, this new generation of trendy and technologically competent students. They have fallen into the potion and adopt a digital lifestyle, not to say virtual. In contrast, we find teachers, parents who use their devices, in many cases, in an incomplete way. They use them for their primary function (a camera for taking a photo, a cell phone for making calls, etc.). They often consider these devices to be gadgets. These digital immigrants partially integrate ICT into their lives, but nothing more, unlike the youngest who use them fully.
Technopedagogy is thus intended to bring these two solitudes together around a unifying pedagogical strategy, maximized by teachers anxious to renew their professional practice in order to adapt it to the new realities of their clientele, made up of students motivated to learn differently. .
According to studies by Thierry Karsenti , holder of the Research Chair on ICT in Education , there is a direct positive link between the integration of ICT in pedagogy and academic motivation. It appears that the modification of the school context does indeed have an important role to play with school perseverance. Among others, we are talking about:
- Realization of mobilizing learning placing the student at the heart of the action;
- Creation of a renewed creative space for both the student and the teacher. In a way, it is the return of