The TPACK framework explains the integration of technological, pedagogical, and content knowledge in teaching, highlighting its importance in the digital transformation of learning.
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[...] However, I quickly realized that many studies had already addressed this topic and that I had fallen behind, given that the pandemic has been going on for a few years now. In addition, several researches already confirm that teachers have better mastered digital tools since the last confinement. That is why, after several discussions with my thesis director, we decided to study the positioning of teachers on digital tools in the post-pandemic period. To add a touch of originality, we chose to include a \"prediction\" section that will explore relevant elements in the event of a possible future pandemic, an aspect that has not yet been widely addressed. [...]
[...] In this case, peer groups among teachers also seem to be an approach to be favored. In addition to the TPACK self-evaluation questionnaire, informal interviews came to confirm a relative enthusiasm for these changes and a certain pride among teachers for their increasing skills and at the same time, certain vigilance points to be maintained on the question of their accompaniment, their training, exchange between peers, in particular to renew their pedagogy and on the questions of psychosocial risks, some of them manifest a certain fatigue and psychic fatigue in the face of the entire increase in skills and in the face of changes that continue from year to year, asking them to renew themselves in the framework of their profession. [...]
[...] The article aims to situate the TPACK model, which aims to measure the integration of technology in education. The article aims to conduct a review of academic articles that have addressed the issue of the TPACK model. These articles date from 2010 to 2022. The objective is to analyze the TPACK assessment instruments, the intercorrelation of TPACK domains, and the relationships between TPACK and technological integration in education. The article analyzes 28 articles, of which 11 concern the TPACK assessment scales deal with the intercorrelation of TPACK domains, and 10 inform about the relationships between TPACK and technological integration. [...]
[...] (s. d.). Distance Education: lessons from e-confinement. The Conversation. https://theconversation.com/distance-education-lessons-from-e-confinement-137327 Goodyear, P. (2020). Design and co-configuration for hybrid learning : Theorising the practices of learning space design. British Journal of Educational Technology, 1-16. https://doi.org/10.1111/bjet.12925 Granjon, Y. (2021). [...]
[...] It is a framework that 'allows for a systemic understanding of how technologies are adopted and integrated into physical education (PE). The ASPID model is based on ten years of research with over 50,000 teachers and athletes'20. This model was developed as early as 2013 by Karsenti to 'represent the adoption and integration process of technologies in education as a series of phases. The term 'phase' is preferred to 'stage' because the phases do not necessarily unfold in a strict sequential order'21. [...]
