Digital Literacies Learning Needs in Rural Ontario Elementary Schools: Teacher Insights
DOI :
https://doi.org/10.53967/cje-rce.6275Mots-clés :
l’apprentissage des littératies numériques, les perceptions du personnel enseignant en milieu rural, éducation primaire, les inégalités numériques, les fractures numériques en milieu ruralRésumé
Même si les inégalités en matière d’accès au numérique dans les régions rurales du Canada sont connues, notre compréhension des besoins fondamentaux des élèves des milieux ruraux en matière d’apprentissage des littératies numériques est très limitée. Cette étude de cas exploratoire, menée en Ontario, présente les perceptions de 13 enseignant[e]s de 4e à 6e année en milieu rural sur les besoins de leurs élèves en matière d’accès au numérique et d’apprentissage des littératies numériques. Dans l’ensemble, les participant[e]s ont décrit une variété de conditions d’accès au numérique à la maison et à l’école pour leurs élèves. Tout en considérant le lien entre l’accès au numérique et le développement des littératies numériques, les analyses soulèvent des inquiétudes quant à la marginalisation numérique des enfants les moins branchés. Les participant[e]s identifient 14 besoins d’apprentissage uniques quant à la lecture en ligne, l’écriture numérique et la participation. La synthèse de leurs perceptions reflète une compréhension complexe et située de l’apprentissage des littératies numériques, car les dimensions structurelles, sociales, émotionnelles, culturelles, cognitives, développementales, technologiques et matérielles figuraient dans les observations partagées. La discussion fait état de l’importance de ces données pour le développement de la politique et pour la conception de solutions spécifiques à l’enseignement des littératies numériques en milieu rural.
Statistiques
Références
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