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Les amis et le soutien comptent: Les compétences et besoins en littératies numériques d’élèves du secondaire en Ontario français | Friends and Support Matter: The Digital Literacies Skills and Needs of High School Students in Francophone Ontario

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Author(s)
Cotnam-Kappel, Megan
Contributor(s)
Ministère de l'éducation de l'Ontario
Keywords
éducation; technologies éducatives;
littératies numériques; éducation en milieu minoritaire; voix des élèves

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URI
http://hdl.handle.net/20.500.12424/45834
Online Access
http://www.cjlt.ca/index.php/cjlt/article/view/27583
Abstract
Cette recherche s’intéresse aux compétences en littératies numériques d’élèves de la 9e à la 11e année du sud, de l’est et du nord de l’Ontario (n=215). Le nombre d’heures que les élèves passent en ligne pour leurs travaux scolaires, le nombre de personnes qui offrent du soutien aux élèves et le nombre de personnes que les élèves aident à développer leurs compétences numériques ressortent de l’analyse comme des facteurs importants et pistes possibles pour des changements pédagogiques sur le terrain. Cette étude sert de point de départ pour de recherches futures en littératies numériques qui tiennent compte du contexte linguistique minoritaire et des voix des élèves concernés. This research focuses on the digital literacies skills and needs of students in Grades 9 to 11 in Southern, Eastern, and Northern Ontario. A quantitative analysis of data collected through online questionnaires (n=215) identifies the time students spend online on their homework, as well as both the digital support that they receive and offer as significant factors in the development of their digital literacies skills. Teachers are thereby called upon to create opportunities for collaborative learning and to renew their pedagogies to enable students to develop and demonstrate their digital literacies skills, in their languages, both within and outside of school.
Date
2018-05-08
Type
info:eu-repo/semantics/article
Identifier
oai:ejournals.library.ualberta.ca:article/27583
http://www.cjlt.ca/index.php/cjlt/article/view/27583
10.21432/cjlt27583
Copyright/License
Copyright (c) 2018 Megan Cotnam-Kappel
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Canadian Journal of Learning and Technology

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