TEACHERS' PEDAGOGICAL PRACTICES AND REPRESENTATIONS ABOUT DIGITAL TABLETS

Since 2010, digital tablets have been progressively introduced in learning practices, especially in secondary schools. The introduction of these devices in schools seems to the result of a technology-oriented positions rather than a pedagogical-oriented view. Thus we investigate on teachers' representations about this device, its acceptability and their pedagogical role through it. Our research goal is to understand teachers' uses, appropriation and management methods of tablets in a French middle school. To achieve this goal, we conducted a qualitative study on a group of five teachers. We conducted three focus groups and five individual interviews. Results of these subjective data show that digital tablet is an asset in motivating learners to produce a work that can be showed their classmates, and to engage learners in a pedagogical activity.