L’engagement des élèves en classe dans un programme «un portable, un élève» au secondaire: après un quart de siècle d’implantation
DOI :
https://doi.org/10.62920/6smn7n22Mots-clés :
Programmes 1:1, engagement des élèves, pratiques pédagogiques enseignantes, numérique, enseignement secondaireRésumé
Cette recherche se penche sur l’influence des programmes « un portable, un élève » sur l’engagement des élèves au secondaire après plus de 25 ans d’implantation. Ces programmes étaient initialement perçus comme une réponse innovante pour améliorer la réussite scolaire des élèves (Holcomb, 2009). Cependant, ils sont aujourd’hui de plus en plus vus comme une norme dans le milieu éducatif. Les programmes « un portable, un élève » sont souvent associés à des bénéfices en termes d’engagement comportemental, émotionnel et cognitif, mais aussi social et agentique (Fredricks et al., 2016 ; Joshi et al., 2022). Pourtant, après un quart de siècle de déploiement, peu d’études se sont penchées sur leurs apports (Norris et al., 2012). Dans le cadre d’un partenariat entre une équipe-programme en enseignement secondaire et une faculté d’éducation universitaire, des élèves d’un programme enrichi d’une école publique du Québec ont répondu à des questions ouvertes sur les facteurs d’engagement ou de désengagement. En utilisant une approche qualitative descriptive et une analyse inductive générale de leurs réponses, cette recherche se centre sur la question suivante : après 25 ans d’implantation, quelle est l’influence des programmes « un portable, un élève » sur l’engagement des élèves au secondaire ?
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