Cette étude souligne l’apport de l’intégration éducative des TIC à la
formation holistique des apprenants en contexte africain, en rapportant les
potentialités des nouvelles technologies aux exigences de ce type de formation. L’analyse repose sur la revue de 41 articles que nous avons sélectionnés, dont 17sur la formation holistique incluant les styles d’apprentissage et 24 sur les potentialités éducatives des TIC. Le résultat de cette analyse montre qu’en tant qu’artefacts multiformes, interactifs, combinant plusieurs sens perceptifs et intégrant divers modes de traitement de l’information, les TIC et leurs usages pédagogiques prennent en charge les multiples facettes, approches et paradigmes de la formation holistique, tout en supportant la pluralité des styles cognitifs et d’apprentissage des élèves, et celle des situations, interactions et activités pédagogiques dans lesquelles ces derniers sont impliqués en tant qu’usagers des nouvelles technologies. Les TIC et leurs usages pédagogiques peuvent donc être un facteur clé de la formation holistique des apprenants.
Apport de l’intégration des TIC à l’école à la formation holistique des apprenants en Afrique
Auteur(s)
BE
BECHE Emmanuel
Département de Sociologie, Ecole Normale Supérieure de l’Université de Maroua - Cameroun
Résumé
Abstract
This study highlights the contribution of the educational integration of ICT
to the holistic training of learners in African context, by combining the potential of these technologies with the requirements of this type of training. The analysis arises from the review of 41 articles we have selected, including 17 articles on holistic education and learning styles, and 24 papers on the educational potentialities of ICT. The result of this analysis shows that as multifaceted and interactive artifacts, combining many perceptive senses and integrating various modes of information processing, ICT, and their pedagogical uses support the many facets, approaches, and paradigms of holistic training. The educational practice of ICT also strengthens the students' multiple cognitive and learning styles, the different pedagogical situations and interactions in which students are involved as ICT users. ICT and their educational uses can thus be a critical factor to enhance the holistic training of learners.
Keywords: ICT, education in Africa, holistic training, pedagogical uses of ICT,
interactivity, cognitive and learning styles, multidimensional training.
to the holistic training of learners in African context, by combining the potential of these technologies with the requirements of this type of training. The analysis arises from the review of 41 articles we have selected, including 17 articles on holistic education and learning styles, and 24 papers on the educational potentialities of ICT. The result of this analysis shows that as multifaceted and interactive artifacts, combining many perceptive senses and integrating various modes of information processing, ICT, and their pedagogical uses support the many facets, approaches, and paradigms of holistic training. The educational practice of ICT also strengthens the students' multiple cognitive and learning styles, the different pedagogical situations and interactions in which students are involved as ICT users. ICT and their educational uses can thus be a critical factor to enhance the holistic training of learners.
Keywords: ICT, education in Africa, holistic training, pedagogical uses of ICT,
interactivity, cognitive and learning styles, multidimensional training.
Mots-clés
Pour citer cet article
EMMANUEL BECHE (2018). "Apport de l’intégration des TIC à l’école à la formation holistique des apprenants en Afrique ". AFLASH, Vol(4)1, pp. 188-210.