La typologie des « Prudences numériques », un outil didactique au service d’une intégration d’une éducation au numérique en Anthropocène
Le concept de "numérique pour l’éducation" se doit de dépasser une approche technocentrée, afin d’intégrer les enjeux sociétaux, éthiques et environnementaux induits par le numérique. La formation des enseignants, dans ce contexte, est primordiale pour intégrer ces enjeux au sein des prati...
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| Published in: | Éducation et socialisation Vol. 76 |
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| Main Authors: | , , , , , |
| Format: | Journal Article |
| Language: | English French |
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Presses universitaires de la Méditerranée
01.06.2025
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| ISSN: | 2271-6092, 2271-6092 |
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| Abstract | Le concept de "numérique pour l’éducation" se doit de dépasser une approche technocentrée, afin d’intégrer les enjeux sociétaux, éthiques et environnementaux induits par le numérique. La formation des enseignants, dans ce contexte, est primordiale pour intégrer ces enjeux au sein des pratiques pédagogiques sans bouleverser leur activité professionnelle. Pour répondre à cet enjeu, nous avons mis en place un outil didactique, la Typologie des Niveaux de Prudences Numériques (TNPN), centré sur le concept philosophique de prudence, lors de sessions de formation des enseignants. Mené dans le cadre d’un projet de développement et d’innovation pédagogiques impliquant un Inspé1 en France, une faculté des sciences de l’éducation au Québec et une autre en Belgique, le dispositif de formation-enquête a permis de dégager quatre grandes catégories qui renvoient à quatre niveaux principaux de la TNPN (la prudence individuelle, infocommunicationnelle, sociale et sanitaire), révélant deux niveaux supérieurs où la conscientisation des problématiques et enjeux est quasi inexistante (la prudence environnementale et terrienne). Nous soulignons que cela doit désormais permettre de relever un défi majeur : renforcer les dispositifs de formation des enseignants et des cadres, en mettant l’accent sur la pertinence d’une analyse systémique qui intègre tous les niveaux de prudences numériques pour élever l’éducation au numérique en intégrant les enjeux de l’anthropocène.
The concept of “digital for education” must move beyond a technocentric approach in order to integrate the societal, ethical, and environmental challenges brought about by digital technologies. In this context, teacher training is essential to embed these issues into pedagogical practices without disrupting teachers’ professional activities. To address this challenge, we have developed a didactic tool – the Typology of Levels of Digital Prudence (TNDP) – grounded in the philosophical concept of prudence, and implemented it in teacher training sessions. Carried out as part of a pedagogical development and innovation project involving an Inspé in France, a faculty of education in Quebec, and another in Belgium, this training-research initiative led to the identification of four main categories that correspond to four core levels of the TNDP : individual prudence, info-communicational prudence, social prudence, and health-related prudence. The study also revealed two higher-level categories – environmental prudence and planetary (or "earth-bound") prudence – where awareness of issues and challenges is nearly absent. We emphasize that this now points to a major imperative: to strengthen teacher and educational leadership training programs by highlighting the value of a systemic analysis that incorporates all levels of digital prudence. Such an approach is crucial to advancing digital education in a way that integrates the pressing challenges of the Anthropocene. |
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| AbstractList | The concept of “digital for education” must move beyond a technocentric approach in order to integrate the societal, ethical, and environmental challenges brought about by digital technologies. In this context, teacher training is essential to embed these issues into pedagogical practices without disrupting teachers’ professional activities. To address this challenge, we have developed a didactic tool – the Typology of Levels of Digital Prudence (TNDP) – grounded in the philosophical concept of prudence, and implemented it in teacher training sessions. Carried out as part of a pedagogical development and innovation project involving an Inspé in France, a faculty of education in Quebec, and another in Belgium, this training-research initiative led to the identification of four main categories that correspond to four core levels of the TNDP : individual prudence, info-communicational prudence, social prudence, and health-related prudence. The study also revealed two higher-level categories – environmental prudence and planetary (or "earth-bound") prudence – where awareness of issues and challenges is nearly absent. We emphasize that this now points to a major imperative: to strengthen teacher and educational leadership training programs by highlighting the value of a systemic analysis that incorporates all levels of digital prudence. Such an approach is crucial to advancing digital education in a way that integrates the pressing challenges of the Anthropocene. Le concept de "numérique pour l’éducation" se doit de dépasser une approche technocentrée, afin d’intégrer les enjeux sociétaux, éthiques et environnementaux induits par le numérique. La formation des enseignants, dans ce contexte, est primordiale pour intégrer ces enjeux au sein des pratiques pédagogiques sans bouleverser leur activité professionnelle. Pour répondre à cet enjeu, nous avons mis en place un outil didactique, la Typologie des Niveaux de Prudences Numériques (TNPN), centré sur le concept philosophique de prudence, lors de sessions de formation des enseignants. Mené dans le cadre d’un projet de développement et d’innovation pédagogiques impliquant un Inspé1 en France, une faculté des sciences de l’éducation au Québec et une autre en Belgique, le dispositif de formation-enquête a permis de dégager quatre grandes catégories qui renvoient à quatre niveaux principaux de la TNPN (la prudence individuelle, infocommunicationnelle, sociale et sanitaire), révélant deux niveaux supérieurs où la conscientisation des problématiques et enjeux est quasi inexistante (la prudence environnementale et terrienne). Nous soulignons que cela doit désormais permettre de relever un défi majeur : renforcer les dispositifs de formation des enseignants et des cadres, en mettant l’accent sur la pertinence d’une analyse systémique qui intègre tous les niveaux de prudences numériques pour élever l’éducation au numérique en intégrant les enjeux de l’anthropocène. The concept of “digital for education” must move beyond a technocentric approach in order to integrate the societal, ethical, and environmental challenges brought about by digital technologies. In this context, teacher training is essential to embed these issues into pedagogical practices without disrupting teachers’ professional activities. To address this challenge, we have developed a didactic tool – the Typology of Levels of Digital Prudence (TNDP) – grounded in the philosophical concept of prudence, and implemented it in teacher training sessions. Carried out as part of a pedagogical development and innovation project involving an Inspé in France, a faculty of education in Quebec, and another in Belgium, this training-research initiative led to the identification of four main categories that correspond to four core levels of the TNDP : individual prudence, info-communicational prudence, social prudence, and health-related prudence. The study also revealed two higher-level categories – environmental prudence and planetary (or "earth-bound") prudence – where awareness of issues and challenges is nearly absent. We emphasize that this now points to a major imperative: to strengthen teacher and educational leadership training programs by highlighting the value of a systemic analysis that incorporates all levels of digital prudence. Such an approach is crucial to advancing digital education in a way that integrates the pressing challenges of the Anthropocene. |
| Author | Mouren, Didier Drouot, Cyril Raynault, Audrey Bonjour, Audrey Heiser, Laurent Céci, Jean François |
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