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Learners’ Perceptions of Synchronous Written Corrective Feedback in Videoconferenced Collaborative Writing
lundi 3 juin 2024 par Kevin Papin, Gabriel Michaud
Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this (...)
The Uses of X/Twitter by Members of the TESOL Community
lundi 3 juin 2024 par Kent K. Lee, Marilyn L. Abbott, Shiran Wang, Jacob Lang
A lack of dialogue and collaboration between researchers and practitioners has been recognized in the field of second language education. Social media platforms such as X/Twitter have potential for connecting professionals in the teaching of English to speakers of other languages (TESOL) (...)
Exploring Students’ Perception of Quizizz as a Learning Media in Higher Education
lundi 3 juin 2024 par Harun Sitompul, Retno Sayekti, Sri Rahmah Dewi Saragih, Salminawati
The use of game in education has been evidenced to improve students’ engagement in learning. However, much research shows that the use of game in learning is only effective for high school students, while its use for students of higher education is limited. Research on game in education has (...)
Editorial
mardi 6 février 2024 par Simon Collin, Nicolas Guichon
This special issue follows the RUNED 22 conference: Critical Perspectives on Digital Technology in Education and Training – Political, Social, and Economic Issues, which took place in May 2022 at the Université du Québec à Montréal. This scholarly event aimed to examine the current state and (...)
Digital Technology as a Total Social Fact
mardi 6 février 2024 par Pascal Plantard, Matthieu Serreau
This article questions personal and collective dimensions of the appropriate processes of digital technologies used by teachers, students, and families by focusing on the evolution of their digital practices during the COVID-19 lockdowns of 2020 to 2022 in France. A qualitative approach by (...)
Political Issues of “All-Digital” in Schools and Teacher’s Power to Act
mardi 6 février 2024 par Carine Aillerie, Théo Martineaud
From the viewpoint of information and communication sciences and in line with the sociocritical approach proposing to analyze digital uses in education with regard to their sociocultural contexts of production (Collin et al., 2015; Denouël, 2019), this study raises the question of the reality (...)
Ethical and Critical Issues of Artificial Intelligence in Education : A Systematic Review of the Literature
mardi 6 février 2024 par Simon Collin, Alexandre Lepage, Léo Nebel
Although studied since the 2000s, the issues raised by artificial intelligence (AI) systems in education are currently receiving increasing attention in the scientific literature. However, obtaining a comprehensive overview is challenging due to researchers approaching them through diverse (...)
Teenagers and Homework : Representations, Practices, and the Place of Digital Technology
mardi 6 février 2024 par Élisabeth Schneider, Nicolas Guichon
Homework is an ordinary activity in teenagers’ lives and epitomises the permanence of the school form in France. To understand how digitalisation is impacting students’ homework, a sample of adolescents were surveyed to elucidate the spatial, cultural, symbolic, and cognitive dimensions of (...)
Heuristic and Practical Resources of Ruwen Ogien’s Minimalism for the Critical Approach of Contemporary Digital Mutations in Education
mardi 6 février 2024 par Camille Roelens
This contribution of a theoretical, conceptual, and intertextual nature is written from the political philosophy of education and interdisciplinary ethics, in a practical and applied perspective to the digital, or more specifically to the digitalization of the hypermodern democratic world. We (...)
Digital Inequalities in Education : A Narrative Literature Review
mardi 6 février 2024 par Prisca Fenoglio
This study is a narrative literature review resulting from a scientific mediation synthesis on digital inequalities in education, with the aim of (1) extending our first synthesis with the following questions: what are the avenues for research? and what are the heuristic concepts? and (2) (...)
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