Why is the digital education debate so much about the benefits that can be expected? Explanations via the metaphor of the pedagogical amplifier and definition of pedagogy in the digital age. ; Pourquoi le numérique éducatif fait-il tant débat autour des bénéfices que l’on peut en attendre ? Explications via la métaphore de l’amplificateur pédagogique et définition de la pédagogie à l’ère du numérique.

The use of digital technology in education is often questioned by the various actors in the school system. Several reasons can lead to this: the first reason reveals a lack of mastery of digital education and unavailability of tools and equipment needed; the second reason concerns the obvious contradictions of the scientific studies on the subject. Indeed, it is difficult to navigate between surveys highlighting the success of digital learning and those showing flagrant failures. How to explain this disparity of opinion of the scientists on the digital in education? Would the flaw be more on the side of scientific analysis (inappropriate protocols for example) or the pedagogical proposal analyzed? It is clear that some investigations on the subject, based on a protocol lacking robustness, seem to conclude hastily about the capital gains or losses that may be noted. To the defects of the scientific side of the controversy, we could oppose any pedagogical proposition which, if it is not compatible with a "amplification" by the technology, will not allow to draw meaningful conclusions. We propose to detail these two concepts by using a technological metaphor, that of an audio amplifier (see diagram). The reader interested in a quick explanation (3mn30) in video format can refer to the following link: https://www.youtube.com/watch?v=maSGy77rKKI. The concepts of digital culture and pedagogy in the digital age will also be detailed. ; L'usage du numérique en éducation est souvent remis en question par les différents acteurs du système scolaire. Plusieurs raisons peuvent conduire à cela : la première raison révèle un manque de maîtrise du numérique éducatif et une indisponibilité des outils et équipements nécessaires ; la deuxième raison porte sur les évidentes contradictions des études scientifiques sur le sujet. En effet, il est difficile de s'y retrouver entre les enquêtes mettant en avant les succès du numérique pour apprendre et celles montrant des échecs flagrants. Comment expliquer cette disparité d'avis des ...