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67 | 2014
Pédagogie et révolution numérique

Pedagogy and Digital Revolution
Pedagogía y revolución digital
Edited by Bernard CORNU and Jean-Pierre Véran
couverture RIES 67
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ISBN 978-2-85420-605-0

Across the world, the need to integrate information and communication technologies into education has become self-evident as well as a major factor in the acquisition of knowledge and skills.

Yet this observation raises questions. Do digital technologies enable pupils to learn better and teachers to teach better? Do they lead to a renewal of pedagogical practices and a redefinition of teaching? How do they alter the role of school?

To begin answering these questions, issue 67 of the Revue internationale d’éducation de Sèvres examines nine radically different contexts, from England to South Korea by way of the United States, Australia, Ethiopia, Nigeria, the Netherlands and France.

The analyses draw on classroom observations, school initiatives and surveys and present policies and action plans implemented at national level. These case studies are accompanied by an annotated bibliography that provides a summary of recent literature on the subject.

The variety of situations analysed provides an original perspective on the changes that are underway. The authors all underline the importance of the responsibility conferred to teachers and schools in integrating digital technologies into education. The most advanced countries in this area are those that have reconsidered pedagogy while examining the functioning of the education system.