Approches théoriques des usages des technologies en éducation: regard critique

Abstract

This article identifies some limitations of current theoretical approaches to technology use in education and offers recommendations for improvement. Our critique begins with a discussion of the predominant paradigm in the field: the determinist approach. We describe its origins and the consequences for educational technology research. We then propose some theoretical alternatives, mainly drawn from the sociology of technology use, in the aim of reworking the theoretical groundings for technology use in education.