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(2 Who needs to be improved by all educational contributions.)
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==Chapter 1==
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Based on the premise that information technology and communication are a
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and pervasive challenge in the 21st century, where it has invaded all
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sectors. The computer becomes a tool for promoting and
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deepening and the creation of knowledge. The school institution for the training of
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future citizens and it is open with the ambition to become familiar with this tool. In
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level, initiatives have flourished, and before any official devote
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ICT in schools. Today, these tools have become indispensable to the point where
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is no longer a "modern" without them. ICT has made a
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spectacular in education to become a teaching tool and
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education with which we must join if we do not want to fall behind
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in the evolution and development of the world of education. It is in this context that the
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skills in ICT and especially the micro-computer for both
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teachers for students in context is a matter of importance. The meaning
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the advent of XO in primary lies therefore in the initiation of students to the culture of
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knowledge creation in the early years of schooling. We ask
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However, the question, what is the relevance of ICTs in
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teaching methods, but also in teaching methods and
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learning? To do this, we entreverrons:
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* The educational purposes;
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* The metaphor underlying the design of the XO operating system;
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* The relevance and burden associated with the introduction of IT in
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school context.
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===The educational purposes===
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In the law 16/66 of 9 August 1966:
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In its 5th section, this Act provides that "teaching methods use all
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modern means appropriate in addition to lectures. The programs will be
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based social and economic conditions and trends. "
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The loi16/66 of 9 August 1966 on the organization of education in Gabon, states
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3rd Article: "The education must ensure the physical, intellectual,
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moral and civic future citizens. It must contribute to national unity and cohesion
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social, thanks to information and exchange of information with other bodies
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the state. " Education must therefore provide the individual training multidimensional. The
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educational policy in Gabon seeks development, social integration and
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economic citizen. It should make the student to develop their curiosity about
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of society and the world around them better by openness, but also
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participate in economic and social development of his country.
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In its 5th section, this Act (16/66) stipulates that "teaching methods
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using all modern means appropriate in addition to lectures. In this,
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ICT is a good response to these expectations. With this in mind that policies
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educational advocate the strengthening of technological education, but also
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integration of IT in schools. The integration of ICT in context
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school is not subject to any challenge in Gabon, judging by the many projects
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undertaken.
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The school must gabonaise train citizens happy, able to master a certain
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amount of knowledge (scientific, technical) to fit into the social fabric and
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economic, and thus to participate in economic and social development. It should form
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women and men with a sense of responsibility, able to act, to invent and
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to create in all fields. Education must prepare people to cope with
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needs of new technology required the development of a country at a time
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given.
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Curricula designed to build knowledge, skills, and knowledge being essential to
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instruction, education and training of citizens, development actor. These
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curricula designed to help students not only to build a range of knowledge
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interdisciplinary in order to make him a competent player, capable of contributing to
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socio-economic development of the nation, to cope with possible problems
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may impede this development.
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As defined, the objectives and purposes of education are largely gabonais
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up to the introduction of a project such as the XO, since the hour is to
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reforms. The integration of ICT in schools is a political willingness
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Gabon, to judge by the many projects undertaken in this direction. This project
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progressive integration of ICT in schools aims to redefine the place and
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role of the tool, which could be a plus for the mental processes beyond
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it is instrumental, in exercising its influence on our modes of thought and
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learning. In this regard, the failure of attempts to introduce the tool
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in school, particularly that of 2001 could be explained by the dislocation
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between ICT and the curriculum. The introduction of the XO in a school context, especially in
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primary schools is to "make a difference in terms of education
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enabling teachers, as well as students turn their
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relation to knowledge "(Désautels, 2008).
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From that moment, it would be interesting to look a little to the metaphor
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which inspired the design of the operating system XO. For, it must be said, this design
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responds adequately to the expectations of the conceptual framework of theories which underlie
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new methods and theories of education.
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===The metaphor underlying the design of the operating system of XO===
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The design of the XO meets a number of requirements and need because it
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This fusion of active teaching theories. The design of the operating system
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the XO is based methods to both constructivist, socio-constructivist and
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constructionist. It places the student at the center of the learning process. If one refers to the
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constructionist conception of Papert (1981), the XO is designed to be used in order
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to improve learning among students, and even if we can not say that
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As well as teaching methods, we believe that the
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posture methodology behind the design of the XO (constructivism and
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socio). Product of constructivism, the XO place the learner at the center of
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activities as advocated by Piaget: the affordances lead the learner to build his
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own knowledge through the activities that the developer offered him such activity "
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draw. As socio-product, it allows the learner to achieve
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certain activities in synchronized example, functions "discuss" or "writing" that
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bring into learner interaction and the other, integrating the vision vigotskienne.
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The design of the XO operating system is like a tool case. In other words,
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a box containing activities allowing students to construct their own knowledge. The project
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educational proposed (XO) addresses the need to train the actors of a class to a
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collaborative logic different from the individualistic dominant logic in the system
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gabonais education. The XO is the movement of discoveries in neuroscience that
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have highlighted the relationship between age and the learning process: the more one is
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exposed to early learning, there are more opportunities to learn and master
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(OECD, 2008). This is as above constructionist theories,
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and social-constructivist.
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This tool facilitates the creation of knowledge among students in relation to its
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environment and through exchanges with other subjects. These theories of learning
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give an emphasis on collaboration which refer to the purposes outlined
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above. The metaphor of the circular presentation of the activities offered by the XO and
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centrality of the learner allows the latter to resort to activities of a
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variety. It may solicit and share them with peers, teachers or
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the teacher at any time, thus developing skills: collaboration and
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sharing - to name a few - by interacting with its environment. The
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know it becomes a forge built and know not taught.
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In a classroom, the teacher who claims to constructivism or
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socio must take account of differences between the different contexts and promote
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a dynamic relationship to knowledge, ie to reflect the students, lead to
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construct arguments, but also knowledge and XO fall within this perspective.
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===The elements of relevance===
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The Gabonese education system can not evolve in isolation, in that it must open and
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comply with international standards as recommended by UNESCO and OECD.
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According to the OECD, the XO will allow the student to have access to a personalized learning - on
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extent - in particular by increasing its potential for reformulation of questions
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learning or to direct peers, or to the teacher. There has intensified
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interactions.
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The introduction of the XO in line with the projects of UNESCO and the OECD puts an emphasis
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particularly on reducing poverty and improving the quality of life by putting
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related ICT, education reform and growth. Furthermore, the magic of XO allows
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learners to collaborate with other actors in its immediate environment through
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"The grid", but to seek, via the Internet of people belonging to
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more distant universe. The XO is for teaching, but also for the student a working tool
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effective as the metaphor of the electronic book, far more attractive than
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traditional types of media. In this sense, the databases and activities of XO
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would be more affordable in terms of cost relative to the establishment of libraries,
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management and regular renewal. The same applies to the student, his attitude to be XO
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different than a face that traditional tools (notebooks, slates, books, etc..), because
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more attractive. According to the results of PISA show that "cooperation
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positive relationship between student performance and their attitude vis-à-vis the learning "
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(EDU / CERI / CD, 2008). With the XO, the student can judge its capabilities and evaluate its achievements in
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same time as learning (formative assessment) rather than wait for the
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summative.
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For the Gabonese education system, the tics are a lever to change the school, both
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in the construction of knowledge and level of communication from them.
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The XO promote personalized training marginal pedagogy
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Overview of the classroom. Its use would facilitate group work and involve
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initiatives and individual and collective responsibilities. ICT travel time
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and location of school (connectivity, support at any time, information
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unlimited) and can thus lead and place it "everywhere." They change the report to
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knowledge and the role of the teacher in the classroom.
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Using the XO bousculant school organization as we know it
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today: its contents examined, the kinds of work students and teachers.
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This will certainly lead to a number of benefits and constraints.
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===Constraints with which compose===
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While the introduction of IT (XO) in middle school offers a number
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of advantages, it would be unrealistic to say that any coercion n'induira.
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Indeed, the school gabonaise of certain problems: overcrowding (60-100 students);
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lack of teaching materials, lack of teachers and teachers; disparities
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between institutions; disparity in the treatment of teachers and laxity
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government regarding the implementation and application of reforms. These
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constraints above do not militate in favor of greater integration of XO
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Gabon in school.
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How the teacher could initiate such XO to a hundred students
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simultaneously? Each child is under these conditions have a computer? In
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Speaking of outdated facilities in our schools, how to use the XO
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in classes sometimes missing the strict minimum - electricity -?
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Last but not least, it is important to address the labor group whose XO is the promoter.
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How to ensure the success of the collective individual success? Indeed,
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collective performance can be possible without the partners of these individuals
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interactions are progressing at a subsequent work. It must, to paraphrase Vygotsky,
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wait for the interpersonal process is transformed into an intrapersonal process.
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We must also tackle the reluctance of teachers locked in paradigms in which they
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do not want to get rid of and reluctance to accept political
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difficult, if rarely innovative initiatives coming from the base. Similarly,
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Ministry of Education seems to have condemned the teaching status too
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reducer running programs denying any personal initiative.
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The integration of XO to the school environment will require commitment by teachers and
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teachers renewed patience and a change in teaching. It should
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to accept that several tasks are performed in class at the same time, it
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must therefore be creative in varying activities. This project will require
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also from the political authorities of the appropriate training of teachers
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and teachers - both those of primary and high school - the postures, but
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also to the theories underlying the design and use of the XO in context
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school. In summary, if the introduction of the XO meets a real need, it requires a
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deep reflection on the purposes and on current teaching practices.
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The integration of ICT, especially the XO Primary School, is a
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very important. It meets the current requirements
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learning, especially those who want that learning is related
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age as evidenced in science learning.
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The remarkable work of CERI as well as other similar studies, such as
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conducted within the OECD, and more specifically from the perspective of neuroscience, we
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demonstrated. According to these works and studies, it appears that "the science of learning
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also emphasized the inverse relationship between age and learning
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effective aspects of language: in general, the more one is exposed to a very early
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second or third language and more likely it is to learn "
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(EDU/CERI/CD.2008, 14). Therefore, introduce the use of the computer from the primary
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is a commendable initiative which confirms the conclusions of this work.
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Earlier the students take ownership of computers (the XO) better equipped they will be more
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in these areas and will later develop expertise from classes
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secondary level. They would improve once more reached the next level.
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For example, Gabon has the potential to reduce the digital divide with the north.
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Initiating early child to ICT and increasing opportunities for manipulation
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XO handling through real learning situations in disciplines
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varied, the learner is familiar with the tool and use it like any other medium
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teaching (notebooks, books, slates, notebooks, etc.)..
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So in order to facilitate the integration and use of the XO, with all its
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affordances and potential in various contexts that chapter 2 presents the
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different activities available, the affordances and potential educational applications
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in different disciplines and levels of primary school and the procedures for using
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these activities with the benefits of small green computer educational and
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didactique.
 
==Chapter 2==
 
==Chapter 2==
 
===Introduction===
 
===Introduction===
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