{"id":7726,"date":"2020-12-01T11:24:47","date_gmt":"2020-12-01T10:24:47","guid":{"rendered":"https:\/\/www.sfsic.org\/?p=7726"},"modified":"2020-12-01T11:24:47","modified_gmt":"2020-12-01T10:24:47","slug":"technologies-numeriques-et-apprentissages","status":"publish","type":"post","link":"https:\/\/www.sfsic.org\/en\/aac-publication\/technologies-numeriques-et-apprentissages\/","title":{"rendered":"Technologies num\u00e9riques et apprentissages"},"content":{"rendered":"<p><!-- fxzn:singledetail --><\/p>\n<div class=\"zone zn-singledetail\" id=\"fxzn-singledetail-1\">\n<div class=\"zone-block zn-singledetail-block alignwide va-top\">\n<div class=\"row\">\n<div class=\"columns large-8 large-push-4\">\n<div class=\"zn-singledetail-metabox\">\n<div class=\"zn-singledetail-pubdate pubdate\">\n\t\t\t\t\t<span class=\"pubdate-txt\">Mis en ligne le<\/span><span class=\"doubledot\"><\/span> <time class=\"pubdate-time\" pubdate datetime=\"2020-11-28T18:45:17+01:00\">28 novembre 2020<\/time>\t\t\t\t<\/div>\n<p class=\"zn-singledetail-calenda-info\">\n\t\t\t\t\t\tInformations \u00e9dit\u00e9es \u00e0 partir d\u2019une annonce <a class=\"calenda-link prettylink\" href=\"https:\/\/calenda.org\/817746\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Calenda<\/strong><\/a>.\t\t\t\t\t<\/p>\n<div class=\"zn-singledetail-thematiques with-sep-comma\">\n<ul class=\"termslist termslist-thematique\">\n<li class=\"termslist-item termslist-title\"><span class=\"termslist-titletxt\">Th\u00e9matiques<\/span><span class=\"doubledot\"><\/span><\/li>\n<li class=\"termslist-item tax-thematique term-mediation-des-savoirs-education-formation\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/thematiques\/mediation-des-savoirs-education-formation\/\" title=\"M\u00e9diation des savoirs, \u00e9ducation et formation\"><span class=\"termslist-itemname\">M\u00e9diation des savoirs, \u00e9ducation et formation<\/span><\/a><\/li>\n<li class=\"termslist-item tax-thematique term-numerique-strategies-dispositifs-usages\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/thematiques\/numerique-strategies-dispositifs-usages\/\" title=\"Num\u00e9rique : strat\u00e9gies, dispositifs et usages\"><span class=\"termslist-itemname\">Num\u00e9rique : strat\u00e9gies, dispositifs et usages<\/span><\/a><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"row\">\n<div class=\"columns large-4\">\n<div class=\"zn-singledetail-sidebar bg-cornersquares\">\n<div class=\"zn-singledetail-infos\">\n<p class=\"zn-singledetail-reponse-date\">\n\t\t\t\t\t\t<span>R\u00e9ponse attendue pour le<\/span><span class=\"doubledot\"><\/span> <strong>11\/01\/2021<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-reponse-type\">\n\t\t\t\t\t<span>Type de r\u00e9ponse<\/span><span class=\"doubledot\"><\/span> <strong>R\u00e9sum\u00e9<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-type\">\n\t\t\t\t\t\t\t<span>Type de contribution attendue<\/span><span class=\"doubledot\"><\/span> <strong>Article<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-name\">\n\t\t\t\t\t\t\t<span>Nom de la publication<\/span><span class=\"doubledot\"><\/span> <strong>Revue RESET<\/strong>\n\t\t\t\t\t<\/p>\n<\/p><\/div>\n<div class=\"zn-singledetail-coordinators\">\n<h3 class=\"zn-singledetail-section-title\">Coordinateurs<\/h3>\n<ul class=\"zn-singledetail-coordinators-list\">\n<li class=\"zn-singledetail-coordinators-item\">\n\t\t\t\t\t\t\t<span>C\u00e9dric <\/span> <span>Fluckiger<\/span>, <span>CIREL, Universit\u00e9 de Lille<\/span>\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<li class=\"zn-singledetail-coordinators-item\">\n\t\t\t\t\t\t\t<span>Vinciane <\/span> <span>Zabban<\/span>, <span>EXPERICE, Universit\u00e9 Sorbonne Paris Nord<\/span>\t\t\t\t\t\t\t\t\t\t\t\t\t\t, <a class=\"zn-singledetail-coordinators-mail prettylink\" href=\"mailto:vinciane.zabban@gmail.com\">vinciane.zabban@gmail.com<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<div class=\"zn-singledetail-contacts\">\n<h3 class=\"zn-singledetail-section-title\">Contacts<\/h3>\n<ul class=\"zn-singledetail-contacts-list\">\n<li class=\"zn-singledetail-contact\">\n\t\t\t\t\t\t\t<span class=\"zn-singledetail-contact-name\">Vinciane Zabban<\/span><span class=\"doubledot\"><\/span><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"zn-singledetail-contact-mail prettylink\" href=\"mailto:vinciane.zabban@gmail.com\">vinciane.zabban@gmail.com<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<div class=\"zn-singledetail-weblinks\">\n<h3 class=\"zn-singledetail-section-title\">Sites internet de r\u00e9f\u00e9rence<\/h3>\n<ul class=\"zn-singledetail-weblinks-list\">\n<li>\n\t\t\t\t\t\t\t<a class=\"prettylink chainlink\" href=\"https:\/\/journals.openedition.org\/reset\/2416\" title=\"Axes de r\u00e9flexion de l'appel\" target=\"_blank\" rel=\"noopener noreferrer\">Axes de r\u00e9flexion de l&#8217;appel<\/a>\n\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"columns large-8\">\n<div class=\"zn-singledetail-contentbox\">\n<div class=\"zn-singledetail-annonce wig-content\">\n<div id=\"annonce-817746-fr\" class=\"tabContent\" lang=\"fr\" xml:lang=\"fr\">\n<h2>Argumentaire<\/h2>\n<p>On ne nait pas \u00ab&#160;natif num\u00e9rique&#160;\u00bb, on le devient. \u00c0 contre-courant de la conception explicitement essentialisante de cette m\u00e9taphore populaire, les sciences humaines et sociales d\u00e9crivent comment se d\u00e9couvrent et s\u2019exp\u00e9rimentent les usages du num\u00e9rique, et elles se donnent pour programme scientifique d\u2019\u00e9tudier comment ils se construisent, se d\u00e9construisent, se reconstruisent. Tout usage des technologies num\u00e9riques s\u2019inscrit dans un contexte et n\u00e9cessite en effet des apprentissages \u00e0 la fois techniques et sociaux. Que ces apprentissages aient lieu de mani\u00e8re implicite dans des r\u00e9seaux de sociabilit\u00e9 ou explicite dans des institutions comme l\u2019\u00e9cole, ils sont une composante essentielle des processus de socialisation.<\/p>\n<p>L\u2019acculturation \u00e0 de nouveaux outils, de nouveaux usages, de nouvelles normes concerne tous les \u00e2ges de la vie.<\/p>\n<p>Les enfants sont bien entendu concern\u00e9s par ces apprentissages, parfois d\u2019ailleurs en tension entre les attendus en mati\u00e8re de cultures num\u00e9riques port\u00e9s par l\u2019\u00e9cole et ceux partag\u00e9s entre pairs ou transmis dans les familles (Fluckiger, 2008). Les \u00e9l\u00e8ves entrant \u00e0 l\u2019\u00e9cole sont ainsi confront\u00e9s \u00e0 des instruments \u00ab&#160;scolaris\u00e9s&#160;\u00bb, c\u2019est-\u00e0-dire ins\u00e9r\u00e9s dans une programmation didactique par l\u2019enseignant\u00b7e (tablettes, tableaux num\u00e9riques, logiciels d\u2019apprentissages, etc.). Ceux-ci font l\u2019objet d\u2019une vaste litt\u00e9rature en sciences de l\u2019\u00e9ducation (voir Baron et Depover, 2019 ou Fluckiger, 2020 pour un panorama) ou en psychologie (Amadieu et Tricot, 2014).<\/p>\n<p>L\u2019entr\u00e9e dans la pr\u00e9adolescence, qui est d\u00e9j\u00e0 marqu\u00e9e par le d\u00e9veloppement de nouvelles formes de consommation culturelles (Octobre et al., 2010), s\u2019accompagne aujourd\u2019hui de l\u2019acc\u00e8s \u00e0 de nouveaux supports et espaces de communication individualis\u00e9s, tel le t\u00e9l\u00e9phone portable \u00e0 l\u2019entr\u00e9e au coll\u00e8ge. Les \u00e9tudiant\u00b7e\u00b7s quittant le lyc\u00e9e pour entrer \u00e0 l\u2019universit\u00e9 sont aussi confront\u00e9\u00b7e\u00b7s \u00e0 des besoins et des usages nouveaux (usage des plateformes universitaires, du mail). L\u2019entr\u00e9e dans le monde professionnel suppose la rencontre avec de nouveaux outils, ou l\u2019usage renouvel\u00e9 d\u2019outils d\u00e9j\u00e0 familiers. La mise en couple, la cohabitation et encore davantage peut-\u00eatre la parentalit\u00e9 peuvent \u00e0 nouveau exiger un r\u00e9ajustement des pratiques m\u00e9diatiques pour lequel les outils num\u00e9riques sont encore diff\u00e9remment mobilis\u00e9s. D\u2019autres domaines de la vie priv\u00e9e comme les loisirs (pratiques artistiques, ludiques, cr\u00e9atives) ou la sant\u00e9 donnent lieu \u00e0 des apprentissages qui mettent en jeu des technologies num\u00e9riques, comme le montrent les travaux sur le quantified self (Dagiral et al., 2019). Des contraintes ext\u00e9rieures, comme les r\u00e9cents confinements et restrictions dues \u00e0 la crise COVID peuvent encore renforcer le recours aux technologies num\u00e9riques comme instrument de travail, de communication ou de divertissement et imposer ou susciter de nouveaux usages.<\/p>\n<p>Ce num\u00e9ro propose d\u2019interroger la fa\u00e7on dont les individus articulent, accumulent, superposent, construisent et transposent leurs \u00e9quipements et leur savoir-faire li\u00e9s aux technologies num\u00e9riques au fil du temps, dans le domaine priv\u00e9 comme professionnel. Nous souhaitons en particulier questionner les moments de passage, et porter l\u2019attention sur l\u2019entrelacement des parcours sociaux, biographiques et des parcours d\u2019usage des technologies num\u00e9riques.<\/p>\n<p>Un tel programme fait appel \u00e0 des contributions inscrites dans des disciplines (anthropologie, histoire, sociologie, sciences de l\u2019\u00e9ducation et de la formation) et champs de recherche vari\u00e9s (le num\u00e9rique, la jeunesse, les loisirs, les \u00e2ges de la vie, ou encore la cognition ou la conceptualisation). Cet appel invite donc des propositions d\u2019article inscrites en sciences sociales qui, sur la base d\u2019\u00e9l\u00e9ments empiriques, contribuent \u00e0 une r\u00e9flexion sur les liens entre technologies num\u00e9riques et apprentissage. L\u2019explicitation des cadres de r\u00e9f\u00e9rence et des concepts mobilis\u00e9s est attendue dans les propositions, en tant que condition \u00e0 toute discussion des apports r\u00e9ciproques des approches th\u00e9oriques.<\/p>\n<p>Sans pr\u00e9tendre couvrir l\u2019ensemble des questionnements possibles, les propositions pourront s\u2019inscrire dans l\u2019un ou plusieurs des axes de r\u00e9flexion d\u00e9taill\u00e9s ci-dessous&#160;:<\/p>\n<ol>\n<li>Repr\u00e9sentations et incorporation des techniques num\u00e9riques<\/li>\n<li>Communaut\u00e9s de pratique, num\u00e9rique et apprentissages \u00e0 la marge<\/li>\n<li>Apprentissages, num\u00e9rique et nouveau rapport aux savoirs et au monde.<\/li>\n<\/ol>\n<p>Les axes de r\u00e9flexion sont d\u00e9taill\u00e9s dans la version compl\u00e8te de l&rsquo;appel disponible \u00e0 cette adresse&#160;:\u00a0<a href=\"https:\/\/journals.openedition.org\/reset\/2416\">https:\/\/journals.openedition.org\/reset\/2416<\/a><\/p>\n<p>Les contributions qui mettront en avant la question des rat\u00e9s ou des \u00e9checs d\u2019apprentissages, ou bien encore des difficult\u00e9s \u00e0 acc\u00e9der aux techniques, aux pratiques, aux collectifs, aux instruments de connaissance sont \u00e9galement les bienvenues.<\/p>\n<h2 class=\"texte\">Modalit\u00e9s de contribution<\/h2>\n<p class=\"texte\">Date limite pour les propositions d\u2019articles (r\u00e9sum\u00e9 de 3\u2009000 signes maximum, espaces compris et bibliographie exclue)&#160;: <strong>11 janvier 2021<\/strong><\/p>\n<p class=\"texte\">R\u00e9ponse aux auteurs&#160;: f\u00e9vrier 2021.<\/p>\n<p class=\"texte\">Date limite de remise des articles (40\u2009000 \u00e0 60\u2009000 signes, espaces compris et bibliographie exclue)&#160;: 17 mai 2021<\/p>\n<h2>Coordinateurs du num\u00e9ro<\/h2>\n<p>Dossier coordonn\u00e9 pour la revue RESET (recherches en sciences sociales sur internet) par<\/p>\n<ul>\n<li>C\u00e9dric Fluckiger\u00a0(CIREL, Universit\u00e9 de Lille)<\/li>\n<li>Vinciane Zabban\u00a0(EXPERICE, Universit\u00e9 Sorbonne Paris Nord).<\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"zn-singledetail-attachedfiles\">\n<h3 class=\"zn-singledetail-section-title\">Fichier(s) attach\u00e9(s)<\/h3>\n<ul class=\"zn-singledetail-attachedfiles-list\">\n<li class=\"zn-singledetail-attachedfiles-item\">\n\t\t\t\t\t\t\t<a class=\"zn-singledetail-attachedfiles-link button outline for-download\" href=\"https:\/\/www.sfsic.org\/wp-inside\/uploads\/skp-membership\/demande_adh\/cfp12_revuereset_20210111_technologiesnumeriqueetapprentissages_fr.pdf\" title=\"T\u00e9l\u00e9charger : \u00ab cfp12_revuereset_20210111_technologiesnumeriqueetapprentissages_fr.pdf \u00bb\" target=\"_blank\" rel=\"noopener noreferrer\"><br \/>\n\t\t\t\t\t\t\t\t<span class=\"button-txt\">cfp12_revuereset[&#8230;].pdf<\/span><br \/>\n\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<div class=\"zn-singledetail-keywords\">\n<h3 class=\"zn-singledetail-section-title\">Mots-cl\u00e9s<\/h3>\n<ul class=\"termslist termslist-post_tag\">\n<li class=\"termslist-item termslist-title\"><span class=\"termslist-titletxt\">Mots-cl\u00e9s<\/span><span class=\"doubledot\"><\/span><\/li>\n<li class=\"termslist-item tax-post_tag term-culture-numerique\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/tag\/culture-numerique\/\" title=\"Culture num\u00e9rique\"><span class=\"termslist-itemname\">Culture num\u00e9rique<\/span><\/a><\/li>\n<li class=\"termslist-item tax-post_tag term-dispositifs\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/tag\/dispositifs\/\" title=\"Dispositifs\"><span class=\"termslist-itemname\">Dispositifs<\/span><\/a><\/li>\n<li class=\"termslist-item tax-post_tag term-reseaux-sociaux-numeriques\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/tag\/reseaux-sociaux-numeriques\/\" title=\"r\u00e9seaux sociaux num\u00e9riques\"><span class=\"termslist-itemname\">r\u00e9seaux sociaux num\u00e9riques<\/span><\/a><\/li>\n<li class=\"termslist-item tax-post_tag term-usages\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/tag\/usages\/\" title=\"usages\"><span class=\"termslist-itemname\">usages<\/span><\/a><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<p><!-- \/fxzn:singledetail --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mis en ligne le 28 novembre 2020 Informations \u00e9dit\u00e9es \u00e0 partir d\u2019une annonce Calenda. Th\u00e9matiques M\u00e9diation des savoirs, \u00e9ducation et formation Num\u00e9rique : strat\u00e9gies, dispositifs et usages R\u00e9ponse attendue pour [&hellip;]<\/p>\n","protected":false},"author":781,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28,60],"tags":[87,315,82,303],"thematique":[43,39],"sfsic":[],"class_list":["post-7726","post","type-post","status-publish","format-standard","hentry","category-aac-publication","category-article","tag-culture-numerique","tag-dispositifs","tag-reseaux-sociaux-numeriques","tag-usages","thematique-mediation-des-savoirs-education-et-formation","thematique-numerique-strategies-dispositifs-et-usages","wp-sticky"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Technologies num\u00e9riques et apprentissages<\/title>\n<meta name=\"description\" content=\"La revue RESET (recherches en sciences sociales sur internet) lance un appel \u00e0 articles sur le th\u00e8me &quot;Technologies num\u00e9riques et apprentissages&quot;.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.sfsic.org\/en\/aac-publication\/technologies-numeriques-et-apprentissages\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Technologies num\u00e9riques et apprentissages\" \/>\n<meta property=\"og:description\" content=\"La revue RESET (recherches en sciences sociales sur internet) lance un appel \u00e0 articles sur le th\u00e8me &quot;Technologies num\u00e9riques et apprentissages&quot;.\" \/>\n<meta property=\"og:url\" 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