• Articles

  • Inclusion

Educational continuity: a laboratory for rethinking the school

Published on 20 March 2020
Update on 26 September 2022
Download in PDF

Summary

The first few days of the implementation of the educational continuity have put the Classroom at Home system to the test. They have led to a flood of comments on social networks.

Teachers have tried to work around the challenges, sometimes using less expected tools like Snapchat or Record.

The "Classroom at Home" system under pressure

On March 17, the Department of Education provided the update on technical resources allowing for educational continuity during the Covid-19 outbreak containment period on Tuesday, March 17, 2020.

"During the deployment on Monday 16 March of the educational continuity system in schools, colleges and high schools, teachers and students connecting to their school's ENT (digital workspace) or to one of the three CNED "Ma classe à la maison" (My Classroom at Home) platforms were able to observe difficulties linked to saturation phenomena that occurred on this first day of implementation. Like any new situation, it requires a time of adaptation and appropriation of new ways of working"."My class at home" is gaining momentum.

As of Tuesday morning, 1.3 million accounts had been created, including 188,711 by faculty, or 600,000 logins in the last 24 hours.

"The CNED, Ma classe à la maison service has not encountered any difficulties since it was opened. The only inconvenience is the delay in sending the registration confirmation email, which is currently being resolved. On the other hand, the consultation of the CNED.fr website (which is not the gateway to Ma Classe à La Maison) has increased 20-fold, which generates difficulties in accessing this service. This point of vigilance has no impact on the operation of My Class at Home." "At this stage, the Ministry reports, feedback confirms that there are no capacity problems and that the ramp-up of the system has not experienced any major incidents. Micro outages of a few minutes may occur, they are due to maintenance operations allowing the optimal functioning of the service"."In addition, the Jules (virtual companion), English for School and Deutsch für Shulen services have also been very busy since Monday."The ENTs are indeed under a lot of pressure and some cases of slowness or temporary stoppage of the service have been reported. Local authorities are aware of the need to work with their providers to improve their offer. The ENT service providers interviewed assure us that an operational operation is planned for this mid-week. There are permanent offices in the schools and solutions are also being sought at the local level. Support is provided if necessary by the ministerial departments.

Références :

Article that might interest you

Coronavirus : le CNED lance "Ma classe à la maison" pour suivre des cours à distance

Dans le contexte de la crise sanitaire liée au coronavirus, et afin de rétablir les conditions de scolarisation des élèves, le Cned Académie numérique a ouvert  Ma classe à la maison : un service temporaire de continuité du service éducatif.Le dispositif est actif depuis le 4 février pour les élèves de l'AEFE (Agence pour l'enseignement français à l'étranger) et la MLF (Mission laïque française) scolarisés en Chine et au Vietnam.Ce service numérique consiste en la mise en ligne de trois plateformes pédagogiques pour tous les élèves de primaire, collège et lycée général et technologique. Ces plateformes sont susceptibles d'accueillir 7 millions d'élèves simultanément : plateforme École, de la grande section de maternelle au CM2 ; plateforme Collège, de la 6e à la 3e ; plateforme Lycée, 2de et 1re rénovée - terminale L, ES, S. L'inscription gratuite est réalisée en quelques clics en renseignant ses nom/prénom et en créant un mot de passe.Ces dispositifs permettent aux élèves de réviser leurs cours en cas de difficulté à rejoindre leurs écoles ou établissements, grâce à un ensemble de ressources conformes aux programmes, pour tous les niveaux et dans les principales disciplines : activités en ligne, séquences de cours, entraînements, exercices en téléchargement, cahiers de bord, livres numériques, vignettes actives, ressources en langues vivantes pour l'école, illustrations, et certains enseignements de spécialités pour le lycée, etc.Les élèves se voient également proposer des activités d'apprentissage dans les principales disciplines. Le Cned utilise des supports et services numériques variés permettant des activités de révision interactives. Le Cned n'intervient pas dans les évaluations et ne propose pas de devoirs ou de corrections de copies, actions qui restent sous la responsabilité des professeurs.En complément de ces dispositifs de révision, le Cned peut mettre en place une solution de classes virtuelles permanentes pour les collèges et lycées, par année de scolarité, sur demande des académies ou des établissements. Accessibles par un lien depuis les plateformes, elles sont organisées sur un créneau défini à l'avance par le chef d'établissement, avec un mot de passe de connexion transmis au préalable aux familles.Cette solution interactive qui recrée à distance les conditions d'un cours en salle traditionnel, permet au professeur de réunir sa classe en ligne pour dispenser son cours à ses élèves en direct ou d'échanger avec d'autres professeurs.En cas de fermeture d'école ou d'établissement, les plateformes de base avec quatre semaines d'activités pour les élèves sont activables sans délai. Les services complémentaires de classes virtuelles, s'ils étaient amenés à être mis en place, nécessiteront de brefs délais complémentaires.

  • Innovation

Digital education players make textbooks and online resources available free of charge

The main publishers of digital textbooks, united in the association "Education Publishers" decided on March 12 to make their digital textbooks available free of charge to all students. " Each publisher will inform on its website and/or social networks of the practical arrangements for implementing this collective decision" . For example, Nathan and Pearltrees Education announced that they would offer "granular" textbooks to "high school users of the Pearltrees Education platform" until the end of the school year, while Editions Retz, Bordas and Le Robert are making " all their textbooks from CP to 3e (all subjects) available to students and their families free of charge.

The companies of the EdTech sector have been making digital resources and tools available, free of charge and without conditions, to schools, teachers, families and all learners since March 16." The list of these solidarity offerings (here) will continue to grow as time goes by. This mobilization also concerns digital work spaces implemented in partnership with local authorities.

ARTE has made its educational resources available free of charge to teachers and their students via its Educ'ARTE platform, a catalog of 1300 contents, as well as interactive tools to help them appropriate them. All the content is classified by level and subject, for secondary schools and all types of high schools. The videos can be viewed in French, German or English to help with language learning. This multilingual service completes and enriches the public audiovisual offer of LUMNI.The libraries of the City of Paris provide free online courses, videos and interactive exercises for tutoring and offer an interactive tutoring service. From French to English, from mathematics to philosophy, from physics to history, this online tutoring service provides students from CP to Terminale and BAC pro with video lessons, interactive exercises and quizzes and a whole series of multimedia tools (dictionaries, corrected annals, didactic revision planning or even e-cahier de vacances...).Educational programs starting March 23.

Références :

From March 23, France 4 will broadcast lessons made with teachers from 9 am to 5 pm. From 9 to 14 hours there will be programs for schoolchildren: reading and maths for Cp and Ce1 at 9 hours, from 10 to 11 hours program for kindergarten, 14 to 15 hours French maths for secondary school students, 15 to 16 hours program for secondary school students (maths, French, history, English) and 16 hours program for Cm1 Cm2.

Mutual aid between teachers on social networks

Under the title When teachers reinvent the profession, Café Pédagogique reports on the difficulties teachers are facing. "Teaching students at a distance, with technical means that are not always available to parents and teachers alike, is not easy. For some, however, it is easier than for others. Those who have been using digital tools for a long time do not have to familiarize themselves with them. For the others, finding a digital solution in a hurry, contacting parents, sending them a user's guide, that's what has occupied a good part of the last two days."On social networks," reports Café Pédagogique, " mutual aid between teachers is multiplying: sharing online resources, advice on how to use the system... Many teachers are sharing their various productions ."On Facebook, there are also groups of teachers who share their digital materials but who also give each other moral support to avoid isolation. The group "Principals: mutual aid and resource sharing", for example, is a place where principals confide their difficulties in maintaining pedagogical continuity but also question their obligations. In another, "PE maternelle", proposals for activities abound. The teachers, " concludes Cafe Pédagogique, "once again prove the strength of their collective, their ability to reinvent themselves, but also their professional conscience, which is not lacking in these times, which were more than unlikely a few weeks ago

Référence :

.

A collective to support educational continuity

A collective has taken the initiative to create a platform, educationalcontinuity.orgThe mobilization of the educational community since March 13 proves - if it were necessary - the enormous commitment of teachers to the project."The mobilization of the educational community since March 13 proves - if it were necessary - the enormous commitment of teachers, their expertise and their willingness to make educational links with all their students. (...) We want to make our contribution to ensure the continuity of the public education service, starting with those who make it happen: the 880,000 teachers in France.Organized around a census of digital, technical and pedagogical skills, a connection with teachers who request it, as well as a shared calendar of practice exchange sessions, the continuitepedagogique.org platform wants to help teachers to easily, quickly and efficiently respond to their immediate training needs.

Référence :

the "out of class" classroom: a laboratory for rethinking school in the digital age...

In The ConversationThe Conversation, Jean-François Cerisier, Professor of Information and Communication Sciences at the University of Poitiers, spoke on March 17 about the educational continuity system. "There are many ways to think about education outside of school and for years now, digital technology has been shaking up all educational formats. Schools have not fully grasped the new ways of accessing information and the new ways of learning that it introduces. However, the plan of pedagogical continuity announced by the minister responds to a logic of substitution of the digital to the classic courses, through tools aiming at reproducing at home the conditions of learning within the schools".

He questioned, in particular, "the verticality of the process, which ignores the reality and the needs of pedagogical inventiveness in the field. If the Minister of National Education makes a firm and pertinent speech on the need to back pedagogical practices with research, it is impossible to ignore that pedagogical practices, even if they benefit from this indispensable scientific support, are invented in the field.

As for the students, "it is difficult to imagine that they will all find at home the favorable conditions that the school offers them. Learning presupposes a favourable atmosphere and an organization that limits distraction and provides personalized help and support. In the absence of a school environment that has been designed precisely for this purpose, it is likely that only a fraction of students will be able to maintain the attention necessary for learning activities that require a lot of attention and will be able to overcome all the difficulties of learning.

According to Jean-François Cerisier, there is also the question of skills. "Technical skills, of course, with a deception that leads adults to believe that younger people are more competent in the use of digital techniques than they actually are and that the distribution of these skills is strongly correlated to social variables. Non-digital skills such as time management, task planning and document organization are also crucial and their absence is often compensated for at school by the support of teachers.

"Finally, he concludes, "rather than trying to replicate the school at home with its school form inherited from Condorcet, Covid-19's pandemic could be and perhaps will be a magnificent laboratory for rethinking the school in the digital age.

Between increasing educational inequalities and pedagogical transformation 

For Pascal Plantard, professor of anthropology of digital technology uses, on March 17, in a tribune published by Le Monde, the "out-of-class" classroom raises two major questions: what are the main obstacles? What support should teachers receive in this pedagogical and digital transformation?

On the students' side: " surveys agree that the young generation is frequently connected for relational or playful activities, but there is no guarantee of expert use of technologies. Many young people are content to consume digital services with little hindsight. For telecommuting schooling, families will face competition from gaming, streaming and social networking platforms (Fortnite, Netflix, TikTok, Snapchat, Instagram, etc.) structured by the attention economy. (...) While some advantaged families are active in regulating the digital practices of young people, particularly to preserve homework time, working-class families largely divest themselves of this."

As for teachers, "in 2020, there are still too few of them to integrate practices that go beyond illustrating a lesson with a slide show . According to Pascal Plantard, we will meet three categories of teachers: " in equipped and connected schools, with families more or less at ease with digital technology, we will find teachers who already work in teams and on collective projects, communicate with students and families online and make many resources available on the ENT. In the second category, we will find teachers who have integrated the ENT and the slide show and must do the same with distance learning and the other dimensions of digital learning. Finally, teachers who discovered everything on Monday morning. National education will have to rely on the dynamics of mutual aid and training between peers in these three categories.

"Even if the question of the national management of this transformation remains, concludes Pascal Plantard, we must have confidence in the sense of public service of the colleagues mobilized to face this crisis (...) Let's keep the hope that it will allow us to truly transform the dominant and segregative pedagogical models of our school"

Références :

.

First lessons learned

Bruno Devauchelle draws, on Café PédagogiqueBruno Devauchelle draws the first lessons from this first week of distance learning."After all the hype, the reality is starting to set in. First of all, as usual, a large number of people are unable to connect, either because everyone is trying to go at the same time, or because they have forgotten their access codes, or because, at home, they don't know how to access what the teachers are trying to pass on to us, or finally, because we simply don't have the material means to access what is being imposed and/or proposed to us. "This first week is an opportunity to observe several attitudes and behaviors. There are those who are afraid of what will happen when they thought everything was ready. There are those who have discovered with dismay the void of accompaniment, the abandonment they have experienced. There are those who, on the contrary, have had the support they expected. The most numerous are the "do-it-yourselfers" of solutions at hand". "The situation is difficult and everyone at his or her level is trying to find solutions to the risk of breaking the dynamics that have been in place since September. "On the side of the families and students, there is a lot to analyze. There too, it goes in all directions and the media brings testimonies that unfortunately help little to really understand what is going on"."The vast majority of students and parents are simply trying to adapt and not let themselves drift.""One would hope that the lockdown would last a long time (four weeks at least) to finally see real changes in the way things are done. Despite the denials of many decision makers, we were not prepared for a crisis like this, and that is to be expected given the system and the school form. Fortunately there are possibilities to explore, but it will take longer for them to become institutionalized.""The risk is that when we return old habits take over and we are again amnesiac, as is often the case in education.""For the moment, let's call for modesty and realism: we do what we can, we tinker, but above all we try to give the principle of continuity of public service a real identity, a real content".

Référence :

Sources

Educational continuity: a laboratory for rethinking the school

The first few days of the implementation of the educational continuity have put the Classroom at Home system to the test. They have led to a flood of comments on social networks.

Teachers have tried to work around the challenges, sometimes using less expected tools like Snapchat or Record.

The "Classroom at Home" system under pressure

On March 17, the Department of Education provided the update on technical resources allowing for educational continuity during the Covid-19 outbreak containment period on Tuesday, March 17, 2020.

"During the deployment on Monday 16 March of the educational continuity system in schools, colleges and high schools, teachers and students connecting to their school's ENT (digital workspace) or to one of the three CNED "Ma classe à la maison" (My Classroom at Home) platforms were able to observe difficulties linked to saturation phenomena that occurred on this first day of implementation. Like any new situation, it requires a time of adaptation and appropriation of new ways of working"."My class at home" is gaining momentum.

As of Tuesday morning, 1.3 million accounts had been created, including 188,711 by faculty, or 600,000 logins in the last 24 hours.

"The CNED, Ma classe à la maison service has not encountered any difficulties since it was opened. The only inconvenience is the delay in sending the registration confirmation email, which is currently being resolved. On the other hand, the consultation of the CNED.fr website (which is not the gateway to Ma Classe à La Maison) has increased 20-fold, which generates difficulties in accessing this service. This point of vigilance has no impact on the operation of My Class at Home." "At this stage, the Ministry reports, feedback confirms that there are no capacity problems and that the ramp-up of the system has not experienced any major incidents. Micro outages of a few minutes may occur, they are due to maintenance operations allowing the optimal functioning of the service"."In addition, the Jules (virtual companion), English for School and Deutsch für Shulen services have also been very busy since Monday."The ENTs are indeed under a lot of pressure and some cases of slowness or temporary stoppage of the service have been reported. Local authorities are aware of the need to work with their providers to improve their offer. The ENT service providers interviewed assure us that an operational operation is planned for this mid-week. There are permanent offices in the schools and solutions are also being sought at the local level. Support is provided if necessary by the ministerial departments.

Références :

Article that might interest you

Coronavirus : le CNED lance "Ma classe à la maison" pour suivre des cours à distance

Dans le contexte de la crise sanitaire liée au coronavirus, et afin de rétablir les conditions de scolarisation des élèves, le Cned Académie numérique a ouvert  Ma classe à la maison : un service temporaire de continuité du service éducatif.Le dispositif est actif depuis le 4 février pour les élèves de l'AEFE (Agence pour l'enseignement français à l'étranger) et la MLF (Mission laïque française) scolarisés en Chine et au Vietnam.Ce service numérique consiste en la mise en ligne de trois plateformes pédagogiques pour tous les élèves de primaire, collège et lycée général et technologique. Ces plateformes sont susceptibles d'accueillir 7 millions d'élèves simultanément : plateforme École, de la grande section de maternelle au CM2 ; plateforme Collège, de la 6e à la 3e ; plateforme Lycée, 2de et 1re rénovée - terminale L, ES, S. L'inscription gratuite est réalisée en quelques clics en renseignant ses nom/prénom et en créant un mot de passe.Ces dispositifs permettent aux élèves de réviser leurs cours en cas de difficulté à rejoindre leurs écoles ou établissements, grâce à un ensemble de ressources conformes aux programmes, pour tous les niveaux et dans les principales disciplines : activités en ligne, séquences de cours, entraînements, exercices en téléchargement, cahiers de bord, livres numériques, vignettes actives, ressources en langues vivantes pour l'école, illustrations, et certains enseignements de spécialités pour le lycée, etc.Les élèves se voient également proposer des activités d'apprentissage dans les principales disciplines. Le Cned utilise des supports et services numériques variés permettant des activités de révision interactives. Le Cned n'intervient pas dans les évaluations et ne propose pas de devoirs ou de corrections de copies, actions qui restent sous la responsabilité des professeurs.En complément de ces dispositifs de révision, le Cned peut mettre en place une solution de classes virtuelles permanentes pour les collèges et lycées, par année de scolarité, sur demande des académies ou des établissements. Accessibles par un lien depuis les plateformes, elles sont organisées sur un créneau défini à l'avance par le chef d'établissement, avec un mot de passe de connexion transmis au préalable aux familles.Cette solution interactive qui recrée à distance les conditions d'un cours en salle traditionnel, permet au professeur de réunir sa classe en ligne pour dispenser son cours à ses élèves en direct ou d'échanger avec d'autres professeurs.En cas de fermeture d'école ou d'établissement, les plateformes de base avec quatre semaines d'activités pour les élèves sont activables sans délai. Les services complémentaires de classes virtuelles, s'ils étaient amenés à être mis en place, nécessiteront de brefs délais complémentaires.

  • Innovation

Digital education players make textbooks and online resources available free of charge

The main publishers of digital textbooks, united in the association "Education Publishers" decided on March 12 to make their digital textbooks available free of charge to all students. " Each publisher will inform on its website and/or social networks of the practical arrangements for implementing this collective decision" . For example, Nathan and Pearltrees Education announced that they would offer "granular" textbooks to "high school users of the Pearltrees Education platform" until the end of the school year, while Editions Retz, Bordas and Le Robert are making " all their textbooks from CP to 3e (all subjects) available to students and their families free of charge.

The companies of the EdTech sector have been making digital resources and tools available, free of charge and without conditions, to schools, teachers, families and all learners since March 16." The list of these solidarity offerings (here) will continue to grow as time goes by. This mobilization also concerns digital work spaces implemented in partnership with local authorities.

ARTE has made its educational resources available free of charge to teachers and their students via its Educ'ARTE platform, a catalog of 1300 contents, as well as interactive tools to help them appropriate them. All the content is classified by level and subject, for secondary schools and all types of high schools. The videos can be viewed in French, German or English to help with language learning. This multilingual service completes and enriches the public audiovisual offer of LUMNI.The libraries of the City of Paris provide free online courses, videos and interactive exercises for tutoring and offer an interactive tutoring service. From French to English, from mathematics to philosophy, from physics to history, this online tutoring service provides students from CP to Terminale and BAC pro with video lessons, interactive exercises and quizzes and a whole series of multimedia tools (dictionaries, corrected annals, didactic revision planning or even e-cahier de vacances...).Educational programs starting March 23.

Références :

From March 23, France 4 will broadcast lessons made with teachers from 9 am to 5 pm. From 9 to 14 hours there will be programs for schoolchildren: reading and maths for Cp and Ce1 at 9 hours, from 10 to 11 hours program for kindergarten, 14 to 15 hours French maths for secondary school students, 15 to 16 hours program for secondary school students (maths, French, history, English) and 16 hours program for Cm1 Cm2.

Mutual aid between teachers on social networks

Under the title When teachers reinvent the profession, Café Pédagogique reports on the difficulties teachers are facing. "Teaching students at a distance, with technical means that are not always available to parents and teachers alike, is not easy. For some, however, it is easier than for others. Those who have been using digital tools for a long time do not have to familiarize themselves with them. For the others, finding a digital solution in a hurry, contacting parents, sending them a user's guide, that's what has occupied a good part of the last two days."On social networks," reports Café Pédagogique, " mutual aid between teachers is multiplying: sharing online resources, advice on how to use the system... Many teachers are sharing their various productions ."On Facebook, there are also groups of teachers who share their digital materials but who also give each other moral support to avoid isolation. The group "Principals: mutual aid and resource sharing", for example, is a place where principals confide their difficulties in maintaining pedagogical continuity but also question their obligations. In another, "PE maternelle", proposals for activities abound. The teachers, " concludes Cafe Pédagogique, "once again prove the strength of their collective, their ability to reinvent themselves, but also their professional conscience, which is not lacking in these times, which were more than unlikely a few weeks ago

Référence :

.

A collective to support educational continuity

A collective has taken the initiative to create a platform, educationalcontinuity.orgThe mobilization of the educational community since March 13 proves - if it were necessary - the enormous commitment of teachers to the project."The mobilization of the educational community since March 13 proves - if it were necessary - the enormous commitment of teachers, their expertise and their willingness to make educational links with all their students. (...) We want to make our contribution to ensure the continuity of the public education service, starting with those who make it happen: the 880,000 teachers in France.Organized around a census of digital, technical and pedagogical skills, a connection with teachers who request it, as well as a shared calendar of practice exchange sessions, the continuitepedagogique.org platform wants to help teachers to easily, quickly and efficiently respond to their immediate training needs.

Référence :

the "out of class" classroom: a laboratory for rethinking school in the digital age...

In The ConversationThe Conversation, Jean-François Cerisier, Professor of Information and Communication Sciences at the University of Poitiers, spoke on March 17 about the educational continuity system. "There are many ways to think about education outside of school and for years now, digital technology has been shaking up all educational formats. Schools have not fully grasped the new ways of accessing information and the new ways of learning that it introduces. However, the plan of pedagogical continuity announced by the minister responds to a logic of substitution of the digital to the classic courses, through tools aiming at reproducing at home the conditions of learning within the schools".

He questioned, in particular, "the verticality of the process, which ignores the reality and the needs of pedagogical inventiveness in the field. If the Minister of National Education makes a firm and pertinent speech on the need to back pedagogical practices with research, it is impossible to ignore that pedagogical practices, even if they benefit from this indispensable scientific support, are invented in the field.

As for the students, "it is difficult to imagine that they will all find at home the favorable conditions that the school offers them. Learning presupposes a favourable atmosphere and an organization that limits distraction and provides personalized help and support. In the absence of a school environment that has been designed precisely for this purpose, it is likely that only a fraction of students will be able to maintain the attention necessary for learning activities that require a lot of attention and will be able to overcome all the difficulties of learning.

According to Jean-François Cerisier, there is also the question of skills. "Technical skills, of course, with a deception that leads adults to believe that younger people are more competent in the use of digital techniques than they actually are and that the distribution of these skills is strongly correlated to social variables. Non-digital skills such as time management, task planning and document organization are also crucial and their absence is often compensated for at school by the support of teachers.

"Finally, he concludes, "rather than trying to replicate the school at home with its school form inherited from Condorcet, Covid-19's pandemic could be and perhaps will be a magnificent laboratory for rethinking the school in the digital age.

Between increasing educational inequalities and pedagogical transformation 

For Pascal Plantard, professor of anthropology of digital technology uses, on March 17, in a tribune published by Le Monde, the "out-of-class" classroom raises two major questions: what are the main obstacles? What support should teachers receive in this pedagogical and digital transformation?

On the students' side: " surveys agree that the young generation is frequently connected for relational or playful activities, but there is no guarantee of expert use of technologies. Many young people are content to consume digital services with little hindsight. For telecommuting schooling, families will face competition from gaming, streaming and social networking platforms (Fortnite, Netflix, TikTok, Snapchat, Instagram, etc.) structured by the attention economy. (...) While some advantaged families are active in regulating the digital practices of young people, particularly to preserve homework time, working-class families largely divest themselves of this."

As for teachers, "in 2020, there are still too few of them to integrate practices that go beyond illustrating a lesson with a slide show . According to Pascal Plantard, we will meet three categories of teachers: " in equipped and connected schools, with families more or less at ease with digital technology, we will find teachers who already work in teams and on collective projects, communicate with students and families online and make many resources available on the ENT. In the second category, we will find teachers who have integrated the ENT and the slide show and must do the same with distance learning and the other dimensions of digital learning. Finally, teachers who discovered everything on Monday morning. National education will have to rely on the dynamics of mutual aid and training between peers in these three categories.

"Even if the question of the national management of this transformation remains, concludes Pascal Plantard, we must have confidence in the sense of public service of the colleagues mobilized to face this crisis (...) Let's keep the hope that it will allow us to truly transform the dominant and segregative pedagogical models of our school"

Références :

.

First lessons learned

Bruno Devauchelle draws, on Café PédagogiqueBruno Devauchelle draws the first lessons from this first week of distance learning."After all the hype, the reality is starting to set in. First of all, as usual, a large number of people are unable to connect, either because everyone is trying to go at the same time, or because they have forgotten their access codes, or because, at home, they don't know how to access what the teachers are trying to pass on to us, or finally, because we simply don't have the material means to access what is being imposed and/or proposed to us. "This first week is an opportunity to observe several attitudes and behaviors. There are those who are afraid of what will happen when they thought everything was ready. There are those who have discovered with dismay the void of accompaniment, the abandonment they have experienced. There are those who, on the contrary, have had the support they expected. The most numerous are the "do-it-yourselfers" of solutions at hand". "The situation is difficult and everyone at his or her level is trying to find solutions to the risk of breaking the dynamics that have been in place since September. "On the side of the families and students, there is a lot to analyze. There too, it goes in all directions and the media brings testimonies that unfortunately help little to really understand what is going on"."The vast majority of students and parents are simply trying to adapt and not let themselves drift.""One would hope that the lockdown would last a long time (four weeks at least) to finally see real changes in the way things are done. Despite the denials of many decision makers, we were not prepared for a crisis like this, and that is to be expected given the system and the school form. Fortunately there are possibilities to explore, but it will take longer for them to become institutionalized.""The risk is that when we return old habits take over and we are again amnesiac, as is often the case in education.""For the moment, let's call for modesty and realism: we do what we can, we tinker, but above all we try to give the principle of continuity of public service a real identity, a real content".

Référence :

Sources

Labo Société Numérique

Labo République Française Agence nationale de cohésion des territoires
Educational continuity: a laboratory for rethinking the school