Une réflexion sur les fonctions attribuées aux TIC en enseignement universitaire

Abstract

In this article, we set out to demonstrate that the definition of information and communication technologies (ITCs) used in educational contexts surpasses the classic definition of “learning media” to which they are so often relegated. After analyzing each of the three constituent elements of ICTs (information, communication, technology), we propose a definition aimed at clarifying its boundaries. We then analyze how the concept approaches or distances itself from the various interpretations of “learning media” found in the literature. In closing, we observe — supported by the findings from various investigations conducted with university professors — that the current most common use of ICTs in university teaching reflects an even more limited concept of learning media.