lProgress in the fields of cognitive science and technology make possible the adoption of a model enriched learning
The arrival of the multimedia computer and computer networks opens the door to many opportunities for learning both the student and the self and it is now more than ever required to put into practice the basic principles education once stated by Dewey (action learning), Piaget (construction of knowledge) and Vygotsky (learning in the interactive process). It now seems possible to apply these theories to a mass education. The use of the computer is already commonplace, as is Internet access and a variety of learning systems. In addition, interactive devices (CD-ROMs, Internet connections and interactive environments) provide future generations the opportunity to learn more quickly and efficiently knowledge more extensive. Freed-e certain tasks relating to the transmission of information, the teacher may itself gather and organize information in these learning environments, or work in the creation of educational products and learning that can then be inserted into the Internet. A healthy tension between knowledge stable and non-stable then established, knowledge acquiring thereby a dynamic character.
The lecture also tends to form obedient and conformist individuals, able to tolerate a line work and meet the demands of an authoritarian boss. For its part, the teacher had to spend considerable time preparing his lessons, given the dispersion of resources. With ICT, the lecture is less necessary. Increasingly come to attend the ICT teachers in their work, allowing them to devote more time to the different needs of their students. Some flexibility in the organization of time could be put at the service of creating learning activities and teaching materials that teachers could make available to interested persons. Number of resources and learning activities are thus being set up.
Or the teacher will not be alone in his e-class. The use of the computer as well as access to the Internet by now part of social expectations, teachers are increasingly encouraged to work collaboratively with colleagues attached to other school boards, of other cities and even other countries.
Learning environments that are created on the Internet (SchoolNet Cyberscol, Virtual U, etc..) Are rich in information and activities of all sorts. I think especially that offered by the National Geographic Society and the National Science Foundation that prepares or Disney or Emg United States. I also think the protocols for the exchange of educational products between New Zealand and Canada, Canada and Mexico.
Students will also publish work on the Internet. We already know that youth and adults prepare more carefully the projects they intend to introduce in the Internet.
With respect to the management class, project-type approach in which several groups of students working on different projects (the third time, for example), appears promising. It could feed the Quebec context, among others, Freinet, cooperative learning as well as education policy, etc..
In other words, to integrate ICT, are appealing to the best of existing educational practices. It would simply awaken the slumbering teacher in us and reaffirm the social commitment that is his. So powerful they are, ICT should not dominate us. They are indeed one more tool to help communities become what they want to be.