La culture numérique des jeunes professeurs des écoles peut-elle permettre de réduire l’écart entre natifs et immigrants du numérique?

Abstract

The already important gap between the digital practices of pupils and those of teachers seems to be widening. Indeed, while young people’s di- gital practices tend to be playful and communi- cation orientated, teacher practices rely on global technical skills and cross-field know-how (Baron & Bruillard, 2001). Our findings suggest that in France some prospective teachers, like their pros- pective pupils, have digital practices derived from a primary knowledge acquired through growing up in a digital-technology-rich childhood environ- ment. Yet unlike their prospective pupils, these prospective teachers have also gained other forms of digital practices and a digital culture that draws on secondary knowledge.