Les tic comme outil de transformation des comportements cognitifs et pédagogiques

Abstract EN

The teaching of French has been renewed significantly in the last decades.

A critical examination of traditional teaching has called everything into question: objectives, conceptions, methods, means used and dynamics of the language class, role and training of teachers, programs, examinations.

Starting from a fact stating the relative failure of the old methods, a more constructive work has been undertaken, but this effort of elaboration is far from being achieved.

It is important to point out that at the beginning one of the reasons which favored the renewal of pedagogy is the change in the educational conception.

Indeed, men of the 21st century seek understanding, through the study of languages, which is oriented more towards multilingual communication.

But at what price and with what means? It is true that technological advances have contributed enormously to the educational renewal, enabling teachers to see a wide range of technical means at their workplace that have helped to modernize their work and whose use has opened the way to a lot of new solutions.

Degrémont refers to "language industries" as all technical products and activities such as computers, access to information technology, machine translation, dictionary, or electronic mail.

What is called "multimedia".

These means call for automatic processing of languages, with a view to improving pedagogy.

When didactics take hold of these technical means, they adjust them to each teaching discipline: one speaks thus of tools of teaching French, tools of teaching mathematics.

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The question which imposes itself here, is to which extent, these Technical means or ICT, have contributed to the transformation of cognitive and pedagogical behavior? The issues raised in this paper will receive answers in accordance to the perspectives adopted.