The Conseil national du numérique (CNNum) examines the question of the usefulness of digital technology in acquiring knowledge
The Conseil national du numérique (CNNUM), whose members were renewed in February 2021, has decided to devote its reflection to the place digital technology can take in building knowledge, without ignoring its dangers, linked in particular to the algorithms used on social media and online video games to keep users on ever longer, to provide ever more personal data and possibly to pay more. A new science has even been born to strengthen the effectiveness of these algorithms: “captology”. Even in the educational field, technologies are not always used in a stimulating way. Let us resist “educational” software that comes as interactive versions of school textbooks or, worse, “edutainment” software that promises miracles!
First, the CNNUm identified the four areas that education should work to develop given current upheavals, regardless of any use of digital technology.
- Area 1 – the spirit of sharing and collaborative practices.
- Area 2 – the spirit of innovation built on the foundation of traditional knowledge.
- Area 3 – the inclusion of vulnerable young people, and more generally of those who struggle with traditional methods
- Area 4 – the ability of future citizens to be in control of their use of technology.
Second, the CNNUM asked itself why make room for digital technology to meet these objectives that others, notably the pedagogy of Montessori or Freinet, have sought to develop in other ways?
First of all, because society, of which pupils are part, is changing and taking a digital turn at a pace that schools struggle to keep up with. . . If AI takes up more and more space in our daily lives, can schools afford to ignore it, especially as only people who understand algorithms will be able to preserve a degree of freedom in their use of digital technologies.
Moreover, during the pandemic, the reported daily use of computers rose sharply compared with 2019 (66%, i.e. 19 points more), and most teachers and pupils were faced with a situation for which they were unprepared.
Finally, third, the CNNUM asked how digital technologies could, in combination with other strategies, serve as levers to move these different areas forward. How to deploy digital technology to strengthen the most fundamental objectives of education, in and out of school.
It then became apparent that well-thought-out digital technology could be a lever in the four areas identified.
- Co-construction and sharing of knowledge
Pupils can teach each other and learn as a community (Wikipedia, TikTok . . .), debate with their peers, sometimes with the benevolent virtual presence of an adult to arbitrate, and some groups can reconnect with education,
- Innovation
Digital technology allows pupils to try and fail without embarrassment, to wrestle with the equipment, and to learn the usefulness of mistakes and failure. It makes it possible to tap into intrinsic motivation – a passion for learning so that learning lasts a lifetime.
- Inclusion
Digital technology makes it possible to deploy tools that support learning methods different from traditional learning. So children currently struggling in the traditional system can be integrated into the social and educational environment despite (and with) their differences (pupils with ASD, deaf, bilingual, etc.),
- Appropriation
Digital technology makes it possible to develop a digital culture that is both theoretical and practical (political and social issues, history and anthropology of techniques and economic models, as well as exploring programming…) which will help develop a critical mind, and help make future citizens masters of their use of technology.
The final work will be published.
Serge Tisseron
Member of the Conseil national du numérique
Serge Tisseron is a psychiatrist, holds a doctorate in psychology with accreditation to supervise research, is a member of the Académie des technologies, and is an associate researcher at Université de Paris (CRPMS).
