Le renforcement de la capacité numérique d’un établissement d’enseignement : stratégies, défis et résultats
Barre latérale de l'article
Contenu principal de l'article
Résumé
L’introduction des technologies numériques dans les établissements d’enseignement a pris de l’ampleur dans le monde entier, car la société reconnaît le rôle central de l’éducation dans la préparation des étudiants à un monde numérique. Cet article explore le concept de « capacité numérique de l’école », englobant plusieurs facteurs pour l’intégration efficace des technologies dans l’enseignement et l’apprentissage. Le leadership apparaît comme la pierre angulaire, les dirigeants jouant un rôle essentiel dans le développement de la capacité numérique. En utilisant une approche mixte, cette recherche explore les perceptions des leaders dans une réforme à grande échelle de l’éducation numérique. Les résultats soulignent l’importance du leadership et d’une stratégie numérique cohérente pour améliorer l’engagement des enseignants vis-à-vis des technologies. Cependant, les défis sont nombreux : le manque de stratégies claires, l’allocation inadéquate des ressources humaines, la connaissance limitée de l’éducation numérique et l’insuffisance des opportunités de développement professionnel pour les leaders.L’étude souligne la nécessité d’améliorer les programmes de formation destinés aux responsables de l’éducation afin de les doter des compétences numériques et de la perspicacité stratégique nécessaires. Des réseaux de collaboration entre les écoles et un soutien accru des ministères de l’Éducation sont recommandés pour faciliter le déploiement des technologies numériques.
Renseignements sur l'article
Références
Agélii Genlott, A., Grönlund, Å., Viberg, O., & Andersson, A. (2021). Leading dissemination of digital, science-based innovation in school–a case study. Interactive Learning Environments, 31(7), 4171-4181.
Alvoid, L., & Black Jr, W. L. (2014). The Changing Role of the Principal: How High-Achieving Districts Are Recalibrating Educational leadership. Center for American Progress.
Balaban, I., Redjep, N. B., & Calopa, M. K. (2018). The analysis of digital maturity of schools in Croatia. International Journal of Emerging Technologies in Learning, 13(6), 4–15. https://doi.org/10.3991/ijet.v13i06.7844
Bell, L. (2002). “Strategic planning and school management: full of sound and fury, signifying nothing?”, Journal of Educational Administration, 40(5), 407–424. https://doi.org/10.1108/09578230210440276
Bocconi, S., Kampylis, P., & Punie, Y. (2013). Framing ICT-enabled Innovation for Learning: the case of one-to-one learning initiatives in Europe. European Journal of Education, 48(1), 113-130.
Bourgeois, A., Birch, P., & Davydovskaia, O. (2019). Digital Education at School in Europe. Eurydice Report. Education, Audiovisual and Culture Executive Agency, European Commission. Available from EU Bookshop.
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3(2), pp. 77– 101.
Caneva, C. & Brabant, C. (2023). Développer la stratégie numérique de votre établissement d’enseignement. Un guide en 5 étapes. Presses de l’Université du Québec.
Caneva, C., Monnier, E., Pulfrey, C., El-Hamamsy, L., Avry, S., & Delher Zufferey, J. D. (2023). Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization. International Journal of Mentoring and Coaching in Education, 12(2), 194-215.
Carvalho, M., Cabral, I., Verdasca, J., & Alves, J. M. (2021). Strategy and Strategic Leadership in Education: A Scoping Review. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.706608
Cortellazzo, L., Bruni, E. & Zampieri, R. (2019). The Role of Leadership in a Digitalized World: A Review. Front. Psychol. 10:1938. https://doi.org/10.3389/fpsyg.2019.01938
Costa, P., Castano-Munoz, J., & Kampylis, P. (2021). Capturing schools' digital capacity: Psychometric analyses of the SELFIE self-reflection tool. Computers & Education, 162. https://doi.org/10.1016/j.compedu.2020.104080
Davies, B., & Davies, B. J. (2010). Talent management in academies. International Journal of Educational Management, 24(5), 418-426.
Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into practice, 56(1), 3-12.
El-Hamamsy, L., Chessel-Lazzarotto, F., Bruno, B., Roy, D., Cahlikova, T., Chevalier, M., Parriaux, G., Pellet, J.P., Lanarès, J., Dehler Zufferey, J. & Mondada, F. (2021). A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program. Education and Information Technologies, 26, 2445-2475.
Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implementation of ICT in schools. Journal for educational research online, 3(1), 75-103.
European Commission (2020). Digital education action plan (2021-2027). https://education.ec.europa.eu/focus-topics/digital-education/action-plan
Gerth, A. B., & Peppard, J. (2016). The dynamics of CIO derailment: how CIOs come undone and how to avoid it. Business Horizons 59, 61–70. https://doi.org/10.1016/j.bushor.2015.09.001
Gheni, A. Y., Jusoh, Y. Y., Jabar, M. A., Ali, N. M., Abdullah, R. H., Abdullah, S., et Khalefa, M.S. (2016). The virtual teams: E-leaders challenges. In Proceedings of the IEEE Conference on E-Learning, e-Management and e- Services, IC3e 2015, 38–42. (Melaka).
Håkansson Lindqvist, M. (2019). School leaders’ practices for innovative use of digital technologies in schools. British Journal of Educational Technology, 50(3), 1226-1240. https://doi.org/10.1111/bjet.12782
Henttonen, K., Pussinen, P., & Koivumäki, T. (2012). Managerial perspective on open source collaboration and networked innovation. Journal of technology management & innovation, 7(3), 135-147.
Ismail, S. N., Omar, M. N., & Raman, A. (2021). The authority of principals' technology leadership in empowering teachers' self-efficacy towards ICT use. International Journal of Evaluation and Research in Education (IJERE), 10(3), 878– 885. https://doi.org/10.11591/ijere.v10i3.21816
Jariego, I. M., Ramos, D. H., Soriano, F. S., Villar-Onrubia, D., Cachia, R., Herrero, C., & Giannoutsou, N. (2023).
Teachers’ personal network analysis reveals two types of pioneers in educational digitization: formal and informal intermediaries at schools. Computers and Education Open, 100,137. https://doi.org/10.1016/j.caeo.2023.100137
Jeladze, E., & Pata, K. (2018). Smart, digitally enhanced learning ecosystems: Bottlenecks to sustainability in Georgia. Sustainability, 10(8), 1–19. https://doi.org/10.3390/su10082672
Kampylis, P. & Sala, S. (2023). Improving the digital capacity of schools by using the SELFIE tool for collective reflection. European Journal of Education. https://doi.org/10.1111/ejed.12561
Kampylis, P., Punie, Y., & Devine, J. (2015). Promoting effective digital-age learning - A European framework for digitally- competent educational organisations. European Commission Joint Research Centre.
Kirkland, R. (2014). Artificial intelligence meets the C-suite. McKinsey Quarterly.
Liljenberg, M. (2015). Distributing leadership to establish developing and learning school organisations in the Swedish context. Educational Management Administration & Leadership, 43(1), 152-170.
Multon, K. D., & Coleman, J. S. M. (2018). Inter-rater reliability. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 862–865). SAGE Publications.
OECD. (2015). Students, computers and learning: making the connection, PISA series. Paris: OECD Publishing.
Ottenbreit-Leftwich, A., Liao, Y. C., Karlin, M., Lu, Y. H., Ding, A. C. E., & Guo, M. (2020). Year-long implementation of a research-based technology integration professional development coaching model in an elementary school. Journal of digital learning in teacher education, 36(4), 206-220. https://doi.org/10.1080/21532974.2020.1804494
Pedder, D., & MacBeath, J. (2008). Organisational learning approaches to school leadership and management: teachers’ values and perceptions of practice. School Effectiveness and School Improvement, 19(2), 207-224
Petrucci, T. & Rivera, M. (2018). Leading Growth through the digital Leader. Journal of Leadership Studies, 12(3-4). https://doi.org/10.1002/jls.21595
Preedy, M., Glatter, R. & Levaçic, R. (Eds) (1997). Educational Management; Strategy, Quality and Resources, Open University Press, Buckingham.
Puffitt, R., Stoten, B. & Winkley, D. (1992). Business Planning for Schools, London, Longman.
Pulfrey, C. & Caneva, C. (2023). Strategy, support and sharing: Key factors in developing digital competence in schools. [Manuscript submitted for publication].
Quinn, J. (1980), Strategies for Change, Logical Incrementalism, Irwin, Homewood, IL.
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
Ruloff, M. & Petko, D. (2022). School principals’ educational goals and leadership styles for digital transformation: results from case studies in upper secondary schools. International Journal of Leadership in Education, 1–19. https://doi.org/10.1080/13603124.2021.2014979
Spillane, J. P., & Lee, L. C. (2014). Novice school principals’ sense of ultimate responsibility: Problems of practice in transitioning to the principal’s office. Educational Administration Quarterly, 50(3), 431-465.
Trotty-Aubrey, W. F. (2019). Educators' perspectives on implementing instructional coaching in an urban secondary science department [Doctoral dissertation, University of Houston, United States of America].
Ugur, N. G., & Koç, T. (2019). Leading and Teaching with Technology: School Principals' Perspective. International Journal of Educational Leadership and Management, 7(1), 42-71. https://doi.org/10.17583/ijelm.2019.3758
Warfa, A.-R. M. (2016). Mixed-methods design in biology education research: Approach and uses. CBE—Life Sciences Education, 15(4. https://doi.org/10.1187/cbe.16-01-0022
Wise, M. (2021). Instructional coach leadership: perceptions of purpose, practices, and supports in coaching for educational equity [Doctoral Dissertation, The Claremont Graduate University, United States of America]. https://scholarship.claremont.edu/cgu_etd/233/