Publish at May 21 2018 Updated February 09 2023
Conducted among 9,000 teachers, this survey by the CSQ (Centrale des syndicats du Québec) demonstrates the extent to which the demands of digital technology are affecting tasks and the time that can be allocated to them.
Respondents came from all education job categories teaching staff, academic and professional support staff, both in the school network, higher education and the private network (school and college).
It emerges quite objectively that teachers are in favor of digital technology, that they use it daily, that they see its positive effects, both on the relationships between teachers and with students, but also that they exploit only part of its potential and most often without support and without training worthy of the name. The tasks are becoming more complex and added to the time devoted to traditional tasks.
"The lack of time for the appropriation and mastery of the various digital tools is the main obstacle to their use.
"There needs to be recognition of the extra time required to integrate digital tools."
Of course one encounters purely technical problems, but the bulk of the difficulties are concentrated around time: preparation time and appropriation time. Integrating the use of a robot, an arduino, programming in Scratch, a whiteboard, a 3D printer, augmented reality, a virtual tour or various pedagogical applications, any addition or modification to the pedagogy requires time and experimentation each time and a plan B and C if it does not work as expected. Since it is mostly about teaching the content of an established program and integrating it with new tools, training and preparation time are essential.
The boundaries between work and home life are dissolving and many teachers are self-training due to lack of adequate support and are committing more and more of their personal time to keep teaching up to their professional standards.
Practical appropriation of technologies cannot be decreed; it is achieved gradually. Faced with the complex tasks that technologies induce, it is utopian to think of integrating them into the educational system without reviewing the organization of work and practices of the educational system. This is what the CSQ is asking for.
.For the full report:
Digital, a challenge to be met, support to be provided
CSQ Survey
https://eduq.info/xmlui/handle/11515/35830
Access exclusive services for free
Subscribe and receive newsletters on:
In addition, index your favorite resources in your own folders and find your history of consultation.
Subscribe to the newsletterYou might also like:
The great resignation, consequences for professional training
The big resignation has big consequences on the training
Is discipline necessary in schools?
The issue of discipline in education has never ceased to obsess teachers. Some argue for a return to more sanctions and strict rules. Others, on the other hand, advocate a more sensitive approach to the student, asking for an understanding of what causes bad behaviour. Some schools even go so far as to have no rules at all...
How to stabilize the price of currencies and crypto-currencies
Stabilizing the price of currencies and crypto-currencies seems to be the goal to achieve to stabilize prices and in particular the price of energy, but isn't the solution rather to go back to the origin of money and reformat a stable survival economy?
Introspection, self-intelligence, well-being and happiness
The claim of happiness invades the world of work and appears as a discourse on the growing suffering that transcends the activities of the company. What is it that makes people suffer so much in a world where the machine is supposed to have rid man of the most painful tasks?
The individual and the collective facing the ocean of knowledge
A critique of collective intelligence theory and its implications for learning in virtual communities.
