Contribution of Social Sciences and Humanities to Pedagogical and Technological Innovations in the Teaching of French Theoretical Contributions and Transformations of Practices
Résumé
Cet article examine les apports théoriques des sciences sociales et humaines aux innovations dans l’enseignement et les technologies éduca-tives du français. En intégrant des notions clés provenant de la sociolingui-stique, des sciences de l’éducation et des technologies pédagogiques, cette étude évalue la manière dont ces innovations peuvent transformer les pra-tiques d’enseignement et d’apprentissage du français. Elle examine égale-ment les répercussions théoriques de l’adoption des technologies émer-gentes et des méthodes pédagogiques innovantes dans le cadre éducatif actuel
Références
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BLAKE, R. J. (2013). Brave New Digital Classroom: Technology and Foreign Language Learning. Georgetown University Press.
BONK, C. J., & GRAHAM, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. Wiley.
CAMERON, D. (1990). Feminism and Linguistic Theory. Macmillan International Higher Education.
CHRISTENSEN, C. M., HORN, M. B., & JOHNSON, C. W. (2011). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. McGraw-Hill.
DELPIT, L. (2018). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, Vol. 58, N° 3, p. 280-299.
DICHEV, C., &DICHEVA, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, Vol. 14, N° 1, p. 9.
ERTMER, P. A., &OTTENBREIT-LEFTWICH, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, Vol. 42, N° 3, p. 255-284.
FREIRE, P. (1970). Pedagogy of the Oppressed. Continuum.
GARRISON, D. R., &VAUGHAN, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
GIROUX, H. A. (1988). Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Bergin & Garvey.
GODWIN-JONES, R. (2011). Emerging technologies: Mobile apps for language learning. Language Learning & Technology, Vol. 15, N° 2, p. 2-11.
HARDEN, R. M., &CROSBY, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher, Vol. 22, N° 4, p. 334-347.
HOOKS, B. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.
LABOV, W. (1972). Sociolinguistic Patterns. University of Pennsylvania Press.
MAYER, R. E. (2009). Multimedia Learning. Cambridge University Press.
PIAGET, J. (1952). The Origins of Intelligence in Children. International Universities Press.
PUENTEDURA, R. R. (2006). Transformation, technology, and education. http://hippasus.com/resources/tte/
ROGERS, E. M. (2003). Diffusion of Innovations (5th ed.). Free Press.
ROSE, D. H., &MEYER, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development.
SHOR, I. (1992). Empowering Education: Critical Teaching for Social Change. University of Chicago Press.
SIEGEL, J. (2006). Language Policy in Multilingual Societies: Policy and Reality. Cambridge University Press.
SIEMENS, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, Vol. 2, N° 1, p. 3-10.
TOLLEFSON, J. W. (2002). Language Policies in Education: Critical Issues. Lawrence Erlbaum Associates.
VYGOTSKY, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
WARSCHAUER, M. (2004). Technology and Social Inclusion: Rethinking the Digital Divide. MIT Press
BLAKE, R. J. (2013). Brave New Digital Classroom: Technology and Foreign Language Learning. Georgetown University Press.
BONK, C. J., & GRAHAM, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. Wiley.
CAMERON, D. (1990). Feminism and Linguistic Theory. Macmillan International Higher Education.
CHRISTENSEN, C. M., HORN, M. B., & JOHNSON, C. W. (2011). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. McGraw-Hill.
DELPIT, L. (2018). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, Vol. 58, N° 3, p. 280-299.
DICHEV, C., &DICHEVA, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, Vol. 14, N° 1, p. 9.
ERTMER, P. A., &OTTENBREIT-LEFTWICH, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, Vol. 42, N° 3, p. 255-284.
FREIRE, P. (1970). Pedagogy of the Oppressed. Continuum.
GARRISON, D. R., &VAUGHAN, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
GIROUX, H. A. (1988). Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Bergin & Garvey.
GODWIN-JONES, R. (2011). Emerging technologies: Mobile apps for language learning. Language Learning & Technology, Vol. 15, N° 2, p. 2-11.
HARDEN, R. M., &CROSBY, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher, Vol. 22, N° 4, p. 334-347.
HOOKS, B. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.
LABOV, W. (1972). Sociolinguistic Patterns. University of Pennsylvania Press.
MAYER, R. E. (2009). Multimedia Learning. Cambridge University Press.
PIAGET, J. (1952). The Origins of Intelligence in Children. International Universities Press.
PUENTEDURA, R. R. (2006). Transformation, technology, and education. http://hippasus.com/resources/tte/
ROGERS, E. M. (2003). Diffusion of Innovations (5th ed.). Free Press.
ROSE, D. H., &MEYER, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development.
SHOR, I. (1992). Empowering Education: Critical Teaching for Social Change. University of Chicago Press.
SIEGEL, J. (2006). Language Policy in Multilingual Societies: Policy and Reality. Cambridge University Press.
SIEMENS, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, Vol. 2, N° 1, p. 3-10.
TOLLEFSON, J. W. (2002). Language Policies in Education: Critical Issues. Lawrence Erlbaum Associates.
VYGOTSKY, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
WARSCHAUER, M. (2004). Technology and Social Inclusion: Rethinking the Digital Divide. MIT Press
Publiée
2025-01-15
Rubrique
Dossier thématique
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.
