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International audience; Le but de ce retour d’expérience est de proposer la coconstruction d’une représentation partagée du concept d’hybridation des enseignements à partir d’ateliers collaboratifs (workshop) associant chercheurs et enseignants du second degré. Il s’agit d’une étape préalable à la conduite d’une recherche participative réalisée dans le cadre d’un groupe thématique numérique qui questionne les pratiques enseignantes de l’hybridation. Au cours de ces ateliers, les représentations des enseignants à propos du concept d’hybridation ont pu être recueillies. Leur analyse a permis de mettre en évidence quatre dimensions comme autant d’axes de réflexion constitutifs du concept d’hybridation. Ce travail a donné lieu à l’élaboration d’un « modèle issu du terrain », que nous confrontons à un modèle issu de la recherche.

Purpose The purpose of this paper is to understand how the creativity of pupils and teachers is nurtured through the use of a virtual world (VW) within a sociotechnical network affecting pupils’ learning in a pilot secondary school. Design/methodology/approach The analysis is the result of a pluri-disciplinary systemic analysis involving didactics, sociology, psychology and management science on an individual, collective and systemic scale. This participatory action research is based on interviews and systematic observations in class, in-world and in the global ecosystem. Linguistic and multimodal analysis is applied to the data, through teacher monographs that hint at the teachers’ activity. Findings Pupils’ and teachers’ creativity appeared to be anchored within four main interdependent nurturing conditions the personal inclinations and professional interactions in the sociotechnical network sustaining the VW; a creative regulation allowing compromises with the institutional constraints of pedagogical control; avatars and 3 D boundary objects that act as a motor of teachers-pupils inquiry and creativity; the sociotechnical network that contributes, through the actors’ play, to bringing the organisational rules of the school towards an innovation trajectory, that in turns mediates success in the use and the adoption of the new technology. Research limitations/implications Although this is a study within a specific school, the findings can be put to use by other pedagogical teams who would wish to integrate a VW to re-engage pupils. Practical implications The participatory design processes taking place within a sociotechnical network support teachers in the building of Virtual World scenarios negotiated with researchers and start-up developers. Social implications The pedagogical use of a virtual world opens new learning engagement opportunities for the pupils through enhanced experiential learning and sustains the transformation of teachers’ professionality. Originality/value The authors’ approach differs from the previous educational VW literature, in that they integrate the teachers’ creativity and their pedagogical scripts into their study, within a systemic approach, thus requiring a wider theoretical framework, necessary for understanding the building of strategies and knowledge that foster teachers’ and pupils’ creativity in educational settings using a VW.

International audience; The purpose of this study was to explore the implications of students’ and teacher’s creative configuration in the physical and virtual world. This analysis will be performed in a secondary school. Adopting a socio-material perspective, this paper focuses on embodiment configuration features for sense-making via new technology mediation. The context of this study was a secondary school who were adopting an immersive 3D virtual world in different teaching and learning subjects. Selected episodes from video-recordings of two types of sessions mediated by a virtual world – online and in the classroom – were analysed. The analytical framework of this paper draws on the complex and creative configurations of the body in both the physical and virtual setting. Our results highlight the creative ways in which the arrangement of teacher and student bodies acted as a mediational instrument between real and virtual settings.

The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators’ TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal–Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers’ TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK.

International audience; Information and Communication Technology (ICT) is yet to penetrate Zimbabwean schools. However, several programs in 2009 and 2011 tried to promote the teaching and learning of science and mathematics in schools through new technologies. Based on the Technology Acceptance Model (TAM), the study aims to assess the effect of technology self-efficacy and prior ICT experience on Zimbabwean in-service science teachers' acceptance of digital videos in science education as required by the demands of the updated curriculum. Quantitative analysis was used to gather data from sixty-three Zimbabwean in-service science teachers. The study has shown a positive effect on the perceptions of the TAM on both technology self-efficacy and prior ICT experience. The study recommends teacher training in the use of ICT, particularly digital videos for the effective teaching and learning process.

International audience; This paper deals with the adaptation process of Intra-European South-South migration. The case study focuses on Italian mobility to the South of France with a focus on the PACA (Provence-Alpes-Côte d’Azur) region. This paper aims to analyze the developmental perception of adaptation in migration and the traces left on social networks. Data were collected from an online group on Facebook as a rich interpersonal and social bonding space and narrative accounts of young Italian workers on a website. The posts and narratives were qualitatively analyzed from a dialogical and cultural perspective. Data from the online network revealed the need of the community to share and build knowledge before the migration and right after and during the stay, reconstructing a polyphonic social reference of belonging. In the narratives, the external positions addressed and shaped the process of adaptation during the migration.

International audience; This article aims to investigate how university students perform agency inan online course and whether the collaborative nature of the course affectssuch expression. A total of 11 online web forums involving 18 students(N = 745 posts in total) were qualitatively analysed through the use of acodebook composed of five categories (individual, interpersonal, epistemic,transformative and collective) and several sub-categories purposelydeveloped for the sake of this research. The results show that each categoryfollows a specific path, although two events – the re-mixing of the groups andthe assumption of the peer-tutor role – particularly affected the evolution oftrends. Although this study needs further development, the authors believethat an in-depth understanding of the nature of agency, including how toanalyse it as well as empower it when implementing blended educationalactivities, engages relevant theoretical and pedagogical issues.

International audience; This paper aims at exploring children's ideas concerning shadow formation as they are expressed through their drawings. A qualitative research approach was adopted using two sets of data (89 drawings in total) collected over a period of 6 months in two kindergartens, one in France and a second in Greece. The drawings in each group were realised using similar instructions defined jointly by the team of researchers. The indicators that were used to analyse the drawings can be aggregated in four categories: presence of the three entities needed to represent the phenomenon of shadow formation, shadow characteristics, alignment, and nature of light. Results are presented not with the intention of comparison of the two groups, but with the disposition of highlighting the diversity of categories that emerged. Findings and educational implications for science at kindergartens are thoroughly discussed. Keywords Physics learning, preschool, formation of the shadows, early science education, drawings 56 Alice Delserieys, MAriA-AntoniettA iMpeDovo, GlykeriA FrAGkiADAki, MAriA kAMpezA résumé Cet article vise à explorer les idées des enfants concernant la formation des ombres telles qu'elles s'expriment dans leurs dessins. Une approche qualitative a été adoptée. Celle-ci s'appuie sur deux séries de données (89 dessins au total), recueillis pendant une période de 6 mois dans deux écoles maternelles en France et en Grèce. Dans chaque groupe, les dessins ont été réalisés sur la base de consignes similaires, définies conjointement par l'équipe de chercheurs. Les indicateurs utilisés pour analyser les dessins peuvent être regroupés en quatre catégories: présence des trois éléments nécessaires à la représentation du phénomène de formation des ombres, caractéristiques de l'ombre, alignement, et nature de la lumière. Il ne s'agit pas, ici, de comparer les deux groupes, mais de mettre en évidence la diversité des catégories émergeant de l'analyse des dessins. Les implications en matière d'éducation scientifique à l'école maternelle sont discutées.

The new information and communication technologies are contributing to the renewal of the classical paradigms of knowledge transmission and construction. The purpose of this article is to present the Knowledge Building model, some technological tools associated with its implementation, like the Knowledge Forum, and some of its developments and educational applications., Les nouvelles technologies de l’information et de la communication renouvellent les paradigmes classiques de la transmission et de la construction individuelle des connaissances. Le but de cet article est de présenter le modèle de la Co-élaboration des Connaissances (en anglais : Knowledge Building model), quelques outils technologiques, comme le Knowledge Forum, associés à sa mise en oeuvre et quelques-uns de ses développements et applications pédagogiques., Impedovo Maria-Antonietta, Andreucci Colette. Co-élaboration de connaissances nouvelles : du modèle théorique à ses outils technologiques. In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 23 n°2, 2016. pp. 57-74.

International audience; This paper investigates teachers’ agency in relation to their professional development. In particular, we refer to research skills and attitude in-service teachers may acquire while attending an international master of research in education. A semi-structured interview was administrated to nine in-service teachers, coming from three different African countries. All of them are attending an international master course aimed to acquire skills in science educational research. The data collected was qualitatively analysed through a category system based on five types of agency. Teachers express the various types of agency in their attempt to extend their action in the context of belonging, with a strong social connotation towards colleagues, students, and the community.

International audience; In this paper, we investigate the in-service teachers ‘sense of agency’ after their participation in a research master course. A semi-structured interview was administrated to nine in-service science teachers, coming from three different African countries: Zimbabwe, Lesotho, and Burkina Faso. All of them attended a European master course aimed to acquire skills in science educational research. The data collected was qualitatively analysed through a system of categories. This paper aims to contribute to the discussion about the professionalisation of teacher education and the integration of research into teacher training.

International audience; In this article we present a review of literature on the concept of Artefact, Tool and Technical Object in the light of in sociocultural approach. Particular attention is given to present and discuss the French research tradition on the Technical Object and Technological education. The aim is to give a broad perspective to explore the mediation between the individual and their environment.

Purpose This paper aims to argue the beneficial effects of communities of practices for organizations. More specifically, given their intrinsic features, communities of practices support individuals and organizations in developing and diffusing the organizational culture, in making sense and guiding individual and collective actions, in defining identities and finally in coping with change and transitions. Design/methodology/approach Moving from a constructionist view of organizations, the paper reported the lessons learnt through literature about communities of practices, reviewing the most recent empirical evidences on the topic. Findings Boundary objects and boundary interactions are the concrete tools that allow individuals to exchange knowledge and to develop practices, thus becoming a community. This exchange of skills and expertise concretely shapes the practices that give sense to individual and organizational actions. Nonetheless, organizations and communities are open spaces constantly in interaction, both inside and outside the organizational borders. Thus, through contamination, namely, through the encounter with different actors and contexts, practices could be expanded and reformulated as long as they might suit to specific demands. Originality/value The paper argued that communities of practices in times of change could become a space for learning and development as long as they allow people to redefine mental models and practices and thus to make sense and to cope with a new cultural scenario.

International audience; The paper is set in socio-material farming to offer a way of conceptualising actions and interactions of children in preschool involved in the understanding of scientific concepts. A model of early science education about the physical phenomena of shadow formation is implemented in group work in a French context. The research involved 44 children (13 females and 31 males) of 5–6 years old. The research design was organised in three video recording steps: pre-test, teaching session and post-test. We focus on the analysis of nine teaching sessions to investigate children’s ‘understanding’ of shadow formation. A descriptive and qualitative approach was used. In particular, we have identified three main categories (the interaction of the children with the tools, the embodiment and verbal dimension)—with respective indicators—to perform the analysis. From the results, all the categories explored seem to influence each other: all material, human and social dimensions contribute to the children’s understanding of shadow formation. Also we have identified some elements that can serve as a potential source of improvement of the teaching session on shadow formation. Finally, the research provides insights on how to improve science activities in preschool with the aim of supporting early understanding of physical phenomena.

International audience; This paper presents a study on discovery learning of scientific concepts with the support of computer simulation. In particular, the paper will focus on the effect of the levels of guidance on students with a low degree of experience in informatics and educational technology. The first stage of this study was to identify the common misconceptions about density, starting from a literature review. Forty eight students (25 M and 23 F) from two high schools in Vanuatu were then involved in the study. These students were divided into three groups according to the different levels of guidance they received (Unguided; Minimum guidance, Maximum guidance). A pre and post activity questionnaire was designed containing 12 questions. The students underwent a training session with computer simulation about density. Using a descriptive and an inferential statistics method, scores obtained from the three different groups were compared during pre-test and post-test analyses. From the analyses it was found that the construction of knowledge from discovery learning activities occurs with or without guidance, however the amount of guidance received has an influence on the depth of conceptual understanding.

International audience; This paper aims to investigate the “sense” of appropriation of the iPad use by teachers in a professional secondary school. As iPads are increasingly employed in the teaching process in classroom the authors intend to understand how the process of teachers' appropriation of iPad use is perceived as a learning tool. Through the analysis of focus groups with teachers, they intend to detect changes in the sense of appropriation of the iPad in classroom during a school year. The findings of their study allow to identify facilitating and hindering elements that support the process of teachers' appropriation of iPads and open further spaces to investigate the role of new technologies in teaching/learning contexts.