The already important gap between the digital practices of pupils and those of teachers seems to be widening. Indeed, while young people’s di- gital practices tend to be playful and communi- cation orientated, teacher practices rely on global technical skills and cross-field know-how (Baron & Bruillard, 2001). Our findings suggest that in France some prospective teachers, like their pros- pective pupils, have digital practices derived from a primary knowledge acquired through growing up in a digital-technology-rich childhood environ- ment. Yet unlike their prospective pupils, these prospective teachers have also gained other forms of digital practices and a digital culture that draws on secondary knowledge.
Available online: 2015-08-11
Poyet, F. (2014). La culture numérique des jeunes professeurs des écoles peut-elle permettre de réduire l’écart entre natifs et immigrants du numérique?. International Journal of Technologies in Higher Education, 11(3), 6-21. https://doi.org/10.18162/ritpu.2014.251