Guide et grille pour évaluer les TIC en éducation primaire et secondaire***

« Technology in schools» est une publication de IES - Institute of Education Sciences, du US Department of Education - National Center for Education Statistics.

Il s’agit d’un guide pour évaluer l’état des TIC en éducation primaire et secondaire.

De vraies questions

Un administrateur peut croire qu’il en fait beaucoup ou peu, mais comment se compare-t-il aux autres ? Sait-il combien il se dépense pour les technologies dans les écoles voisines ?

Sait-il que son investissement pour un laboratoire informatique hi-tech au primaire aurait probablement mieux été dépensé pour des stations mobiles ou des tableaux blancs interactifs dans chaque classe ?

«Technology in schools» lui propose une grille, un guide et des critères pour passer en revue la question selon sept domaines clés :

La planification et les politiques en ce qui concerne les technologies à l’école
Le financement
Les équipements et infrastructures
Les applications (logiciels et systèmes)
L’entretien et le soutien
La formation et le développement professionnel
L’intégration technologique

Si les questions posées paraissent simples, elles n’en sont pas moins essentielles. On peut bien avoir toutes les technologies du monde, si les étudiants n’y ont pas accès ou ne s’en servent pas, il devient essentiel de trouver pourquoi et de corriger si on veut obtenir un réel impact éducatif de ces technologies.

De supers ordinateurs et un réseau à bas débit ou saturé ne valent pas des ordinateurs ordinaires bien branchés. Et un ordinateur accessible dans un passage vaut bien 20 ordinateurs dans un local barré et inaccessible.

Cheryl Lemke, dans une entrevue à TechWatch, déclare que les effets positifs des technologies, quand on s’en sert, se font sentir très clairement en ce qui concerne la lecture et que les simulations interactives comptent parmi les applications ayant le plus d’impact éducatif.

Contenu du guide :

Chapter 1: Technology Planning and Policies
- Are there technology policies?
- Is there a technology plan?
- Is the plan being implemented?
- Is the plan being evaluated?
Chapter 2: Finance
- How does your school district compare in technology expenditures with others in your state?
- How much was spent in the past academic year for instructional and administrative equipment purchases?
- How much was spent for instructional and administrative applications and software?
- How much was spent for maintenance and support?
- How much was spent for instructional and administrative professional development?
- How much was spent for connectivity and infrastructure?
Chapter 3: Equipment and Infrastructure
- Is equipment present in instructional settings?
- Is equipment available for use by students?
- Is equipment available for use by teachers?
- Is equipment available for use by administrators and support staff?
- Does the infrastructure have the capacity to support the school’s technology needs?
Chapter 4: Technology Applications
- Do the school or district’s instructional applications support teaching and learning standards across the curriculum?
- Is there software support for technology tool skill development?
- Does the school/district use technology applications to improve communication?
- Does the school/district have appropriate software and systems to support primary administrative functions?
- Are the applications in use evaluated for effectiveness?
Chapter 5: Maintenance and Support
- Are resources and processes in place to maintain school technology?
- Are personnel available to provide technical support?
Chapter 6: Professional Development
- What technology-related training and/or professional development do staff receive?
- What are the goals, methods, incentives, and content of technology-related training and/or professional development for staff?
- How are training and/or professional development for staff evaluated?
Chapter 7: Technology Integration
- Are teachers proficient in the use of technology in the teaching/learning environment?
- Are students proficient in the use of technology in the teaching/ learning environment?
- Are administrators and support staff proficient in the use of technology in support of school management?
- Is technology integrated into the teaching/learning environment?
- Are technology proficiencies and measures incorporated into teaching and learning standards?
- Are technology proficiencies and measures incorporated into student assessment?
- Is technology incorporated into administrative processes?
- Is technology proficiency integrated into the evaluation of instructional and administrative staff?