Innover pour apprendre la langue étrangère : Traduire le numérique en gestes didactiques via les plateformes

Abstract

Innovating to Learn the Foreign Language: Translating digital into didactic gestures via platforms

Information and Communication Technologies for Information (ICT) play a crucial role in language learning within the constructivist didactic context. This perspective encompasses not only learning itself but also acquiring the ability to learn, interact, and train effectively. The Ecole Normale Supérieure de Constantine has actively collaborated with educational and ministerial units, engaging in program restructuring to integrate ICT within a constructivist pedagogical framework. In this approach, learning is viewed as a socially situated phenomenon, and the interaction between the instructor and the learner is considered a social aspect of both knowledge and skill acquisition in the teaching/learning process. The utilization of ICT in higher education is gaining increasing attention. This study focuses on online training systems that bring together sixty teachers who have undergone ICT training over various periods. These initiatives aim to reshape traditional teaching practices and teacher behaviours, fostering a path towards "learning to learn" that diverges from conventional approaches. To assess the reality on the ground and understand ongoing educational projects that integrate ICT, the study delves into the collective efforts within the Ecole Normale Supérieure of Constantine. Conducted as part of teacher training in ICT usage, the study investigates the integration of ICT into face-to-face teaching through remote platforms, exemplified by making online courses available on the Moodle platform. The primary objective is to incorporate ICT into students' training programs through innovative practices, emphasizing the development of technological skills such as PowerPoint usage, document sharing, blog creation, forum participation, and utilization of the platform's messaging system. As both a trainer and trainee, having participated in various ICT programs, I find it imperative to analyze the teacher training process to assess the effectiveness of implemented innovations. Teachers expressed satisfaction with the opportunity to participate in the training program, highlighting the development of previously unfamiliar technological skills. Innovation in ICT is directly associated with positive changes in learning outcomes, introducing socio- pedagogical modes of interaction that redefine the roles of both teachers and students. This shift enables them to adeptly appropriate new technological tools, emphasizing the transformative impact of ICT in the educational landscape.