§ CHAPTER III- PEDAGOGICAL RESEARCH We took into account the current requirements regarding student-centered education modalities, based on direct… [304792]

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§ CHAPTER III- PEDAGOGICAL RESEARCH We took into account the current requirements regarding student-centered education modalities, based on direct… [304792]

Byadmin ianuarie 1, 2024

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Information and communication technology (ICT) is the name for a [anonimizat], store and manage information for the educational process. The expansion of computer technology and the development of computer networks and of information and communication technology in general has taken educators by surprise and even in developed countries the schools are not fully prepared for new technologies.

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Using computer S and the Internet allow the tert understanding best single material in a shorter time. Saves time Metalcutting single country experimental data in favor of activities ACROSS and learn ACROSS has which complicated involving senior cognitive processes: develop c signed by the students of Software S and teaching materials necessary for the study. Develops single such creativity. Ace et tia learn ce s single put complicated question complicated countries, and complicated investigate et i s complicated discuss issues et science tert SCIENTIFIC affecting their own life ce . They become responsible persons capable of complicated integrate into society. A change in the role of a teacher using ICT to that of a facilitator does not avoid the need for teachers to be leaders in the classroom; The traditional skills and practices of teachers are still important (especially those related to lesson planning, preparation and follow-up). Planning lessons for teachers is vital in the use of ICT. Where there have been small plans, research shows that student work is often out of focus and can lead to lower results. The existence of ICT does not transform the practices of the teachers themselves. However, ICT can allow teachers to transform their teacher practices, given a set of favorable conditions. The pedagogical practices and the reasoning of the teachers influence the use of ICT, and the nature of the use of ICT by the teacher has an impact on the achievement of the students. The research consensus states that the most effective uses of ICT are those in which the teacher, aided by ICT, can provoke students' understanding and thinking, either through whole-class discussions or through ICT.

New technologies are considered important tools to enable and support the shift from traditional "teacher-oriented" teaching styles to more "learning-oriented" methods. The pedagogical practices of teachers using information and communication technology (ICT) can be counted among small improvements in teaching practices using traditional essential methods, more fundamental changes in their approach to teaching. ICTs can be used to strengthen existing pedagogical practices as well as to change the way teachers and students interact. The use of ICT tools as presentation tools (through aerial and LCD projectors, TVs, electronic boards, "web tour" guides, where students simultaneously view the same resources on computer screens) is considered to be effective mixed. Although it can promote understanding and discussion in the classroom about difficult concepts (especially by displaying simulations), such uses of ICT can replicate traditional pedagogical practices and distract from the content of what is being discussed or displayed to the tool used.

The impact of ICT on students

Next to – aimed to highlight the impact of ICT use on teachers and their students. Changes in students' intellectual, emotional, social behaviors are translated and materialized into aspects such as:

increasing interest in learning;

increasing the frequency at hours;

obtaining a better concentration;

stimulating teamwork;

improving school results;

developing communication skills;

optimizing project management;

developing the problem solving capacity.

Advantages and limitations of the use of the computer in the educational process

The computer is very useful both to the student and to the teacher, but its use must be made so as to qualitatively improve the instructional-educational process, not to make it difficult. The computer should be used in such a way as to pursue the acquisition of knowledge and the formation of skills that allow the student to adapt to the requirements of a society in permanent evolution. He must be prepared for changes, to greet them with enthusiasm not with fear and resistance. If students are confident of change, they will need to be trained as best they can to cope with new types of professions. Failure to develop the ability to react to change can lead to passivity and alienation. The teacher lives himself in a changing society, and fortunately, in the first line of change, so he will have to adapt, to adjust, to continuously improve.

Thus, the introduction of the Internet and modern technologies into schools leads to important changes in the educational process.

Thus the act of learning is no longer considered to be the effect of the teacher's efforts and work, but the fruit of the students' interaction with the computer and of the collaboration with the teacher.

This change in the education system aims at the following objectives:

1. Increasing the efficiency of learning activities;

2. Development of communication skills and individual study;

Evaluation methods and tools

This evaluative study and – conducted by survey method using questionnaire as a tool, a method that allows rapid data collection from a population expanded. Since research is conducted at – a multilingual context, the questionnaire presented in the same form is used and, if possible, the same content.

In the current social context, primary education is subject to a dynamic process of improvement, under all aspects of instruction. This renewal process, in the light of lifelong education, calls on each teacher, in the manifestation of creativity, in the active involvement in the search and application of new solutions in order to successfully achieve the instructional-educational objectives specific to the primary cycle.

The performance of primary education in contemporaneity is a very complex process in which the creativity and responsibility of the teacher is required.

In this broad framework of the debates organized in different school units, one of the most disputed problems is the increase of the efficiency of the didactic activities by differentiated and individualized treatment. achieving opportunities for all students, regarding the construction of their personality building and grammatical analysis in order to increase the efficiency through the lessons in the class and the additional preparation under the conditions of the additional work.

The increase in the demand for education, a phenomenon specific to the contemporary era and the assertion of the right to education and culture of each individual increased the concerns for the training of all the citizens of the country.

Due to the unitary character of the education system in our country, the equal opportunities of education and education, the same training must be provided to all children, including those in the localities where, due to the small number of pupils, the activity is carried out simultaneously.

The condition of the success of the simultaneous activity is precisely the ability and skill of the teacher to provide, first of all, a content and forms suitable for the work exercises the independence they must perform, as well as to alternate in an optimal way the direct activity with the independence work of the students. . Could it be said that under the current conditions of democratization and modernization of the school, the simultaneous education does not find its place?

Modern education imposes an integrative educational policy in the Romanian schools, no matter how big or small they are, or how many students each one would include.

The restructuring reform, integrated with the evolution reform, is considered the most appropriate variant for the rapid adaptation of the educational systems to the important changes in the social-economic and political level.

The restructuring reform calls for a thorough elaboration of educational policies and development strategies in the short, medium and long term, the creation of planning and monitoring bodies , together with ensuring a coherent stability in the political, social and economic structures.

The implementation of the reform is marked by a series of malfunctions in content, rhythm and results. As regards education in Romania, such dysfunctions can already be seen and they would be due to factors such as:

The non-systematic character of education policies, which makes it difficult to develop feasible strategies;

Lack of prospective pedagogical research, which prefigures the needs, resources and evolutionary scenarios of the Romanian education.

absence of a well-defined system of values that their education can assume in order to integrate them into socio-educational purposes; educational ideal; goals and objectives.

In the presence of these risk factors, it is rational for the restructuring reform to be preceded by a preparation period within an evolutionary reform, the period in which the focus falls on feasibility studies, prospective research, the creation of the necessary bodies and resources, the preparation communities to accept and support restructuring efforts.

Among the main directions of action and research with a view to accelerating and carrying out the restructuring reform is the one aimed at launching a program for solving the problems of rural education by improving and recycling the unskilled teaching staff, solving the problem of schooling children from villages.

The specific situation of realizing the mood education is particularly configured in those schools in the rural area, where due to the demographic diminution and the action of specific territorial and social-economic factors it has become over time the option for simultaneous education at two or more classes.

The didactic activity under the conditions of simultaneous work is the presence in the majority of the country. The new experiments in some counties, using the minibuses of the school for the transport of students from villages to the most important educational unit in the commune, have taken shape and enthusiasm, but after several years of running, these minibuses were damaged and it was necessary to work again under simultaneous conditions.

However, children from Romanian villages, many or few, should benefit from the same education as children in cities

The precariousness of the initial training on the simultaneous education segment, the poor preparation and knowledge of these aspects make the students to fail and find their refuge in other units where the activity is not carried out simultaneously.

Inequality of educational opportunities is accentuated under these conditions. The social and the economic are increasingly putting their mark on the training and education system. Within the simultaneous education, the social problems constitute the main cause that determines the taking of the other psycho – pedagogical measures in all the complexity of the aspects that raise them.

In this sense, we have proposed a strategy for identifying and knowing the general problems that arise from the dynamics and processionality of the didactic approach under the conditions of a simultaneous education, determined by the economic-social aspects that impose the configuration of this complex problem.

According to the Convention on the Rights of the Child, in addition to the right to exist, the right to education is fundamental to the human being – child, but also to adulthood. As a result, to avoid inequalities in education opportunities between children learning in normal classes and children learning in conditions. At the same time, the teacher should be trained and helped to raise awareness and to adapt the new technologies in any kind of situation.

In today's school, teaching strategies must be adapted to provide children with the skills needed for lifelong learning. The methods used and the contents conveyed must respond to both the interests, needs and individual and group needs. In this context, the teacher has the role of helping the students to be responsible for their own training. During the lessons a working atmosphere must be created that stimulates the readiness for action, in a positive affective psycho-pedagogical setting. This can be achieved through the interdisciplinary approach of the contents, by involving the students in learning activities through research, through cooperation, using mainly the active-participative methods.

Learning through cooperation, teamwork forms positive characteristics such as: friendship, solidarity, responsibility; fights indifference, selfishness. Within the group are highlighted the interpersonal relationships, group responsibility, analysis of the work submitted.

The tradition of simultaneous education

The concept of simultaneous education has been used for years. In the first Jewish schools, boys between 6 and 13 years old were taught in synagogues. The Greeks argued that boys between the ages of 7 and 114 years should be educated together for both mental, spiritual and physical training (Moen, 1990, 2001). Medieval negatives have trained apprentices of different ages together. These novices lived with their teachers until it was established that they were ready to live and work on their own. One of the responsibilities of the monasteries during the year 1500 was to educate. Usually, children from 6 to 16 years of age were educated together (Moen, 1999, 2001).

In the 1700s many changes in the American education system were surprised. The subjects studied in more detail intersected with the needs of everyday life, and native English, not Latin, became the language of educated people (Webb et al., 1996). During the eighteenth century the concept of educating children of all ages together remained a method used in schools.

At the beginning of the 19th century, Joseph Lancaster implemented the monitoring system in England. In this system, senior students learned lessons from paid adult teachers and in turn taught these lessons to younger, less experienced students. The monitoring system was considered to be economical and efficient for educating a large number of children. In 1806, a monitoring school was established in New York City. At first, this system was considered a blessing because it made education available to a large number of poor children, but later it was criticized for providing only the most basic education (Webb et al., 1996).

During the seventeenth century, the first American schools were schools based on simultaneous learning. All children in a locality between the ages of 6 and 16 were educated together (Moen, 1999, 2001). These colonial schools resembled the schools of Europe. The colonial period was a time of transition in American history. Education in America has begun to change towards the European educational style and become more suited to the lives of the new environment (Pulliam, 1987).

In the early 1800s, most schools in America remained single-classroom schools with a teacher of 10 to 30 students between the ages of 6 and 14. Even though it was believed that this is simultaneous education, it had little to do with the philosophy of this type of education. This was “a direct result of geographical and economic factors” (Bacharach et al., 1995, p. 5). The one-house school was the logical answer to providing education for isolated families.

In many cases, the nineteenth-century teacher was inadequately trained for the responsibilities that required greater proficiency (Pflam, 1990) and was not able to prepare students for life outside the classroom. The one-room school system, as well as the monitoring system, were perceived as systems that failed to create skilled workers in a time when trades were rare and the industrial revolution changed the needs of society (Anderson, 1992).

The mid-1800s surprised the need for a real educational, economic system, which could treat a larger number of students and leave its mark on the revolutionary idea of the combined public education (Gaustad, 1992). Horace Mann, secretary of the Massachusetts Ministry of Education, has introduced home education conceptually. He maintained the Prussian theory, a theory that emphasized the unitary character of the classes in support of an adequate classification of students, which is the first component of a perfect education (Bacharach et al., 1995; Hallion, 1994). Another factor that contributed to the organization of schools by classes was the introduction of gradual textbooks, by classes. The first example of this kind was a set of arithmetic textbooks, followed by Mc's "Readers" compilation. Guffey.

Handbooks have been published, covering various fields. The textbooks have become demanding standards on grade levels. Standard age of entry to school and rising levels, by classes, as well as the curriculum have represented steps towards an education based on student classes. Schools with gradual learning, by classes, were quickly accepted because of their administrative nature, especially in the big cities where the school-age population was growing. However, schools with only one class, with simultaneous teaching, were kept in rural areas due to the smaller population (Bacharach et al.). Soon after the introduction of schools to classes in big cities, some teachers investigated their applicability. Different systems have been implemented that are appealing to the emergence of this type of education. St. Louis, made known around 1868 by WT Hanis, was one of the frequent promotions and reclassifications. This system reduced the rigid boundaries of homes by advancing students whose progress distinguished them from other students (Goodlad & Anderson, 1963). Other prominent educators, such as Francis W. Eliot, and William R. Harper, wrote against organizing textbooks in classrooms and neglecting the personal and social needs of students (Anderson, 1992; Goodlad & Anderson).

Since the beginning of the twentieth century, schools by age levels have been the accepted mode of education for more than 50 years. Due to the economic crises, the world wars and the people's desire to maintain public schools (Pratt, 1986), single-class schools could still be found in rural areas where few people would not support class-based schools (Bacharach et al., 1995). . Beginning with 1930, the movement against student instruction began to take shape (Beggs & Buffie, 1967). In early 1930, John Dewey disagreed with the concept of classes. He argued that the students learned the one

May well in mixed age groups of children (Moen, 1999). John Dewey was an essential factor in the establishment of the Experimental School at the University of Chicago, which represented a desire to consecrate the practices of that time. The experimental school replaced the arbitrary classifications and encouraged daily experiences inside and outside the classroom (Googlad & Anderson, 1963).

Other isolated systems for the type of schools with simultaneous teaching have begun to appear. In 1934, the Flexible Education System was developed in Western Spring, Illinois. It abolished the levels for classes I, ÎI, III (Beggs & Buffie, 1967; Miller, 1967). The junior elementary class in Richmond, Virginia began in 1036. This concept, a junior elementary unit, replaced kindergarten and class I. The Continuous Progress Plan, begun in 1939, was the first graded organization to be formed in Athens, Georgia (Beggs & buff). In 1942, the Milwaukee school system initiated a project for simultaneous, non-classroom instruction, a project that was extended to two primary schools in Milwaukee (Miller).

After the Second World War the number of students began to increase. With this growth, interest in Dewey's vision of fully educating a child has revived. The climate was in line with the effect of change in schools (Anderson, 1993). Then with the successful launch of Sputnik in 1957, the United States became preoccupied with developing knowledge in the field of science and mathematics. The federal government has developed an intense interest in the curriculum of primary and secondary education (Webb et al., 1996).

However, from the late 1950s to the early 1970s, interest in simultaneous education was renewed (Anderson, 1993). The predecessors of the schools with simultaneous education nowadays were established during this period (Goodlad & Anderson, 1963). During the 1960s and early 1970s, open-ended experimental educational programs such as (IGE) -Individually Guided Education were conducted individually (Bacharach et al., 1995; Gaustad, 1992b). Many of the innovative programs have been seen as unstructured and without effect. As a result, in the early 1970s there was a return to traditional classroom methods. A concrete opening towards the foundations of this movement was prominent during the 1980s. With this, only a small number of schools continued the method of simultaneous training (Stone, 1996).

In 1990, again, school reform constituted a first plan of educational concerns. With increasing mobility, diversity and population especially of school-age children, schools have been reevaluated and reforms have been designed to help identify the needs of various social and economic groups (Gaustad, 1992a). Kentucky, Florida, Louisiana, Oregon and Mississippi have allowed legislative provisions for changes in the education system. In each of these states, programs for simultaneous education have been implemented. Alaska, California, Georgia, New York, Pennsylvania, Tennessee and Texas commissioned councils to study concurrent education and recommend appropriate changes for primary homes (Stone, 1995, 1996).

That a trend of completion of education appears in the 21st century, the whole nation is involved in the re-examination of schools and then in their practice. Supporters of educational reform seek ways to respond to the unmet needs of large parts of society (Anderson & Pavan, 1993). According to Anderson and Pavan, it is time to look at the rigid practice of the classroom education system. It is time to look for suitable alternatives such as simultaneous education, its variants, goals and, in particular, its multiple applications for today's students.

In our country the problem of training students in the simultaneous system is not new. It has concerned decision-making bodies in education since the 19th century. With the aim of ensuring access to the education of all the children of the country, they had the choice, either to strengthen the schools in the rural areas and to ensure the daily transport or boarding of children from the remote villages, or to develop a simultaneous, quality education. The latter version was successful due to the low costs.

In classes I-IV, the introduction of this system was easily achieved. In 1987, the Ministry of Education elaborates a series of "Methodical recommendations regarding the organization of the education process and the application of the content of the programs for classes I-IV, under the conditions of the simultaneous activity". Both at the level of the teaching staff and the way of organization (schedule, calendar planning, lesson projects, etc.), no problems were encountered. The experience gained by the teachers was also wanted by teachers.

At the gymnasium, however, the system did not enjoy the same success. Although since 1983 the Ministry of Education was developing "Guidelines for simultaneous teaching at the secondary school", and in the school year 1987-1988 there was even progress, it could not be continued, due to the problems related to the coupling of the classes, component of the chairs, lack of staff. qualified for different specialties, etc.

Educational research and education policies simultaneously promoted in various countries around the globe

Evidence, from North America, regarding the cognitive outcomes of simultaneous classes compared to normal (mono-grades), shows that students do not perform better or worse in simultaneous classes. Pratt analyzed 30 experimental studies, conducted between 1948 and 1983, in the USA and Canada. Given the high degree of congruence between age and class, simultaneous classes have been described as multi-age classes as well (classes comprising children of different ages). All the simultaneous classes contained a difference of 2-3 years old age difference, and the studies on the success of the students were in most cases the marks obtained in the standardized tests of reading and mathematics. Pratt notes that many of the studies suffer from imperfect control of differences between teachers and schools that have the choice or rejected education with simultaneous classes.

Of the 30 studies analyzed, 13 showed inconclusive results, 10 were in favor of simultaneous classes and 5 were for normal classes. However, 8 of these studies were doctoral dissertations, which in Pratt's opinion were quite rigorous. Of the 8 studies, 5 generated inconclusive results, one was in favor of the normal classes, and two were in favor of the simultaneous classes. Miller confirms this overall picture through an analysis of 21 US studies that showed that students in the same class perform as well as others. Neither Pratt nor Miller's analysis contextualizes studies in time or place.

In England, less research has been conducted on simultaneous and normal classes. In a study by Hycock, he compared the achievements of 2 schools grouped vertically with two that were grouped horizontally. She found no differences between the two schools in terms of vocabulary enrichment, accuracy, accuracy, reading accuracy and mathematical skills. Ford's analysis of the effects of simultaneous classes on students' cognitive development confirmed the above. However, according to Hycock and Ford, they found differences, in favor of simultaneous classes, in terms of a number of socio-emotional factors.

Other studies were conducted in 1980 in response to a research of primary education in England, published in 1978 by Her Majesty's Inspectors. This research was carried out in a period when, a decrease in the number of children who were going to enter the primary classes, meant that part of the schools adopted the simultaneous education. This report highlighted a number of problems of this type of class and showed that pupils between 9 and 11 years old had better achievements in the ordinary classes than in the simultaneous ones. The study also shows that teachers from simultaneous classes could not judge the different levels of ability of the students as well and adapt the tasks, the themes according to these levels. These findings were accepted by the government ministers as a basis of national educational policy, which rejected simultaneous classes as an acceptable form of classroom organization. However, school principals implemented education simultaneously, despite political pressures.

However, as Bennet points out, it is always dangerous to base your policy on the findings of a single study, as long as no research is perfect and that of the HMI was no exception. Four methodological problems arise in this research:

1. No attempt was made to differentiate between different types of simultaneous classes. The classes with only a few children of different ages than most of the children were treated in the same way as the classes containing equal proportions of children, consisting of 3 or 4 age levels.

2. In the study, achievement scores were found to be lower in city schools, but HMI did not indicate whether there were more than one class at a time in these schools. Even if there was a connection between the age difference of the children and achievements, it may not have been caused by the activity in the simultaneous classes.

3. Regarding the distribution of the tasks given by the teacher according to the age particularities of the students, question marks must be raised.

4. There must also be raised question marks on the validity of the standardized tests used, given the pronounced differences of the curriculum they followed.

Bennet's study also focused on the extent to which teachers are able to deal with children in extremes in skills. The study examined in detail whether teachers from 12 simultaneous classes and 9 normal classes can provide appropriate learning tasks / themes for the first three students and the last three students in the class. It has been found that teachers in all classes tend to direct content, level and speed of work towards the average child and, consequently, underestimate children with high abilities and overestimate those with low abilities. Although this tendency of teachers was discovered, HMI found that teachers from normal classes behave the same as those from simultaneous classes.

The "New School" of Colombia has as key features an organization of classes in a simultaneous system, a rural-oriented curriculum and instructional materials made for individual study and individualized learning. In an evaluation of the Ministry of Education of Colombia, in 1987, the achievements of the students in the third and fifth grades, in mathematics and Spanish, were examined on a sample of 3033 students, chosen from 168 "new schools". and 60 traditional rural schools. Traditional schools are schools with normal classes, which use a national curriculum, which does not pay special attention to those with learning difficulties (with low IQ) and who do not stimulate students through special teaching material. The results showed that the students in the third grades, the simultaneous education took higher grades in Spanish and mathematics. The 5th grades of simultaneous education took higher grades in Spanish, but there was a small difference in mathematics.

However, there are factors and characteristics that influence student achievement.

The results of a student depend on:

Age, sex, if he repeats and how much he repeats, how much time he devotes to studying, the hours spent in front of the television;

Family (the economic level of the region, if there is a personal library, if there is a TV and radio, the assistance granted in carrying out the themes);

School (type of school, teacher-student relationship, number of inspections, visits);

Teacher: years of experience, educational background, residence and salary.

Several of these factors had independent effects on students' grades. For example: boys 'grades were higher than girls' grades in mathematics. The girls did better in Spanish instead. Those who achieved better results were taught by higher education teachers.

The “Escuela Nueva” project in Colombia received two independent evaluations regarding its effects.

Psacharopoulos et al (1993) compared the results in Spanish and mathematics in the "new schools" compared to the "traditional" ones. They found significant advantages in the new schools, in the students of the third and fifth grades, although the effect was lower in the fifth grade. A subsequent study revealed similar results, based on another set of data.

In Belize, Nielsen et al (1993) conducted research in 85 schools with simultaneous classes in order to gather information on teaching and learning in this type of school. On average, the schools had less than 60 students, were located in rural areas and were at considerable distances from major cities. About half of the schools had only one classroom. A comparison was made between the learning outcomes of students in schools with simultaneous and traditional classes. This comparison was made on the basis of the graduation test. Scores / grades are based on percentage steps. Using the school averages over a 4-year period (1988-1991), schools with simultaneous teaching received an average of 31.75, which means that, in general, the students' performances were equal to those of the last third (that performance) students to normal schools. However, the results varied greatly from school to school.

Studies in Pakistan have shown cognitive differences in favor of normal classes. Caicos, Miller, Forde and Smith have shown that students in simultaneous classes perform consistently better than those in normal classes, in the elementary grades of primary school. In a subsequent study, Barry discovered and demonstrated that students in simultaneous grades performed better on a reading test than those in ordinary classes, and that the greatest advantage was found in the weaker students.

In Indonesia, Bray argues that students in simultaneous classes who learned from a project specifically designed for this type of class, performed better than those in regular classes in all subjects. It is important to note that here we refer only to comparisons between the performances of students in simultaneous classes and those in ordinary classes. They do not consider people who do not go to school and who draw their experiences from families and communities.

Jarousse and Mingat (1991, 1992) studied the results in French and mathematics in simultaneous classes in Togo and Burkina Faso. In both countries, they observed that students from simultaneous classes performed better. These differences were significant in the case of students in the 1st and 4th grades. Simultaneous classes were predominantly in rural areas.

Lungwangwa (1989) conducted a study of the impact of a simultaneous learning project in Zambia. Case studies were conducted in the four schools. That part of the evaluation was analyzed the final tests in primary schools. Lungwangwa shows that the proportion of students in the four schools with simultaneous education passing the test is at least comparable to the national average, in three of these schools, it is well above. The study also showed a reduction in school dropout, in parallel with an increase in the number of new students. The project provided teachers with free training, instructional materials and school supervision.

Berry (2001) studied the performance of primary schools in Turks and Caicos Islands in order to complete the doctoral work. He focused on data containing notes obtained in three years of educational project (1993-1996). The project focused on teaching and learning in primary schools. Data analysis reveals that students in simultaneous classes have significant advantages over students in ordinary classes. This is even more evident for students in lower middle classes. High performing students, on the other hand, tend to have a slight advantage in normal classes.

Litle reviews literature related to evidence of noncognitive effects in simultaneous classes. She cites research conducted in Colombia, Indonesia, countries in Asia and the Pacific region.

In Colombia, Psacharopoulos et al also analyzed the effects of Nueva Escuela on creativity, civic behavior and self-esteem. In Indonesia, classes with simultaneous teaching have had positive effects on self-confidence, initiative and cooperation.

A UNESCO / APEID study from 12 countries in Asia and the Pacific region show 4 benefits of simultaneous education, all non-cognitive:

Students tend to develop their work skills independence and abilities for individual study;

cooperation between the different age groups (the class-groups) is more intense, being embodied in collective ethics, concern and responsibility;

Students develop positive attitudes about the help they must give to each other;

The recovery and development activity can be carried out in a more discreet way than in the normal classes;

Supporters of education with simultaneous classes highlight a number of cognitive and noncognitive effects of simultaneous teaching-learning.

Psycho-pedagogical aspects specific to simultaneous education

Important to differentiated treatment

The term “differentiated” refers to the organizational measures of grouping the students according to certain criteria and to the didactic-methodical organization of the process of training and learning, taking into account certain premises.

Differentiated training starts from the idea that there is no good or poor student, recognizing that students have different cognitive abilities, their own learning styles. It is constituted as an education to the students, which leads to the formation of the self-training capacities and the development of the need. of continuous learning. Within the forms of differentiation, we proposed a system oriented to three different plans: differentiation by school system, by type of school and by the way of teaching. It is spoken of external differentiation when a larger group of students is divided criteria in homogeneous learning groups for a longer period of time, in separate spaces.

The concept of external differentiation is based on the idea that learning in relatively homogeneous performance groups would be more efficient than that in heterogeneous groups where socialization problems occur and the goals of social learning are not taken into account.

The internal differentiation refers to the adaptation of the working methods, the means of education, in general the way of organizing and conducting the didactic activity to help the students to obtain the highest possible school performance.

Any action to differentiate the training starts from noticing the common features, but also the differences between the students, differences that are manifested through: intellectual development, learning ability, work rhythm, attitudes, aptitudes. Detecting these traits that differentiate the students represents the initial operation, the premise of any differentiated treatment action.

Simultaneous education is a reality of the Romanian educational system. It is part of the education system, being a particular form approved by law (Law on Education, art. 20). In schools with simultaneous classes, the educational instructional process is carried out according to the same framework plan for compulsory primary and secondary education. And in this context we meet students with aspirations at least as usual supported by huge cognitive-affective potentials, who have the same right to education as their peers who had the chance to live in more populated cities or localities. The guidance of heterogeneous groups of students, especially under the conditions of simultaneous education , generates changing educational situations.

Simultaneous education consists of teaching at the same time in two classes of different cycles. The educational-educational activity is organized simultaneously, with two and more classes, in schools where the number of students is small.

It also trains the teacher in a more complicated didactic activity, harmoniously combining the direct activity with the independent activity of the students, gradually and according to well-organized psycho-pedagogical principles, but does not exempt him to go through the entire school syllabus, as to one class.

In order to give the students attending the education simultaneously, equal opportunities for development with the others, we, the teachers must intervene with changes so that the teaching approach is organized according to their needs and interests by optimally combining the types of teaching strategies, the time spent at school to be used very efficiently. The specific activity of the teacher who works in such a school, consists of alternating his direct activity with the students of one class, with the individual activity of the students of the other class and the fact that the time allocated to the accomplishment of the didactic tasks is the same as in the activity with a single class.

The simultaneous didactic activity presents a series of particularities with implications for the preparation of the teacher for the lesson because the work rhythm is more alert than in the usual lesson, the distribution of attention to follow also the students who have independence activity, while carrying out a direct activity with one. from classes, daily preparation from the scientific and methodical point of view , the search for some forms of exercise of the educational influence for the integration of the class collective.

Modalities of efficiency of the instructional-educational activity

The problems specific to the primary cycle I have carefully followed over the years, both theoretically and practically, and I have always sought to improve my activity based on the development of creativity.

Under the conditions of active education, the teachers have new, complex tasks regarding the knowledge of the evolution of each child and the systematic evaluation of the acquisitions. Finding gaps in a student's knowledge or skills, the teacher must organize the learning process so that, based on his previous purchases, he will fill in the gaps. In this context, the mistakes made by the student will be an indicator of his efforts and acquisitions, which allows the teacher to build the recovery program based on individual and effective support. The teaching act is procedural, sequential and can be regulated and self-regulated permanently. The evaluation targets both the learning outcomes of the students and the process itself, which is still ongoing.

The precise knowledge by the teacher of the objectives pursued by each sequence, as well as of the competences that the students must acquire through the contents provided by the school programs is an essential condition for the achievement of an effective education. It allows the organization of the didactic approach that system of relations between the objectives pursued, content of teaching-learning, strategies, evaluation, school progress of each student.

The main coordinates that must set out the organization, development and content of the differentiated activity with the students in the primary cycle are:

1. The differentiated activity is carried out within the instructional-educational process organized with the whole collective of the class;

2. The activity differentiated with the students must ensure the accomplishment of the tasks of the formative education that aims at the harmonious development of all the chains of the personality;

3. The instructional-educational objectives of the differentiated activity with the students must be achieved during the lesson;

4. The content of education is commonly compulsory, only the modalities and forms of teaching-learning are differentiated;

5. The differentiated activity must include all the students of the class, both those who have difficulties and those with special possibilities, because using methods and procedures specific to the individual particularities, to ensure the stimulation of their development up to the level maximum availability of each;

6. In the differentiated treatment of the students, their overload towards the real mental potential will be avoided;

7. During the differentiated activity will be used permanently methods and procedures that train to the highest degree their intellectual capacities, wake up and maintain interest in the objects and phenomena studied, stimulate the creative attitude, demand an own action effort, ensure an active learning and formative.

8. The differentiation of the activity with the students is realized at all times of the lesson. The ever increasing volume of the knowledge that must be learned by the students and their ability to assimilate them satisfactorily form a gap that determines an action of renewal of the education on several levels: pedagogical objectives and the content of education, structures, organization and teaching technology.

If by differentiation didactic we understand that way of structuring the school system, of establishing the content and of organizing the school activity, in order to achieve the pedagogical objectives and to ensure the chances of success of all the students, then that pedagogical idea and that practical attempt to achieve, what It dates back a long time, especially since the child's psychology studies and school experience have revealed the existence of individual differentiated capacities and of very varied inclinations.

There is evidence of the superiority of the differentiated and individualized treatment. In order to obtain real results in the activity with the students it is imperative to intervene with changes of the type: the decrease of the number of students in the class, the endowment with didactic means (computer, video projector, printer, scanner) suitable for a modern teaching-learning process with the help of new technologies.

Quality education is one in which all students, regardless of their environment of origin and level of intellectual development, are supported and encouraged in their development.

In each class there are at least two categories of students: high ability students, capable of performance and students with learning difficulties.

The achievement of success by all students requires the identification of students with learning difficulties, as well as the highly gifted and the elaboration of non-standardized training programs for each category. Good student training can be achieved if the student is allowed to experiment alone even if he or she does so with difficulty.

The following objectives are necessary for a good structure of the didactic approach:

– identifying the reasons – the causes of recording very good results and failures;

– establishing the ways of organizing the students at certain moments of the lessons; by level groups, interest groups and method groups, learning styles;

– designing differentiated work tasks that have difficulty and volume;

– granting the support of the students according to the category they belong to;

– the use of learning methods such as modern technologies, to improve the motivation to facilitate the participation, to diminish the inhibition, to allow the valorization of the students, reducing the weight of the time allocated to the frontal learning, in favor of the learning through cooperation, collaboration;

– expressing their own points of view, some suggestions or proposals that have the value of true ways of optimizing the educational-educational process and which will determine the efficiency and the high quality of the education system.

The three forms of organization-front, individually, in groups have the following advantages:

– increases efficiency in the instructional-educational process, allowing differentiated treatment of students;

– reduces excessive verbalism in favor of one's own activity;

– arouses interest in the activity;

-stimulates skills and behaviors;

– offers the student freedom and initiative;

– develops the psychic processes of the students by practicing and learning the strategies of heuristic learning and the activity of independence;

– contributes to the acquisition of a strong knowledge, the student being able to use them in various situations.

This way of organizing allows the achievement of the objectives of the program, modernizing the frontal activities.

The most important organizational problems of the simultaneous activity are:

-classification of classes and their distribution by teachers;

– planning, designing and organizing learning activities;

– making the schedule;

-organizing the classroom;

The school program is organized per school year, with the specified duration, divided into semesters, and the school day is organized after a schedule.

The school timetable is built according to certain requirements and conditions, and its preparation is focused on the student and not on the interests of the teacher.

The design of the didactic approach involves:

– personalized reading of school programs;

– design of learning units or lessons;

– calendar planning;

At the primary school level, the differentiation is made by the depth of knowledge proposed for learning and less by nature. The new programs on disciplines and curricular areas leave to the teacher's decision whether to tackle an in-depth curriculum or to tackle an extended curriculum. In the first case the teaching will be addressed to students with normal or lower cognitive interests, and in the second case it will be addressed to students with high aptitude and special interests for the respective curricular area. At the qualitative level, we can distinguish at the level of the class, students with different rhythms of learning. The differentiated and simultaneous series are two basic categories of activities for both the teacher and his / her students.

If the simultaneous activity already has a tradition, regarding the differentiated treatment the current application of this perspective at the level of the daily activity from the class is still recent in our education.

The instructional-educational process is the fundamental premise for ensuring the desired efficiency in the conditions of the simultaneous activity, the fact that the students have different cognitive capacities, their own learning styles. This leads to the formation of self-training skills and the development of the need for continuous learning. It does not mean giving up a unitary program of preparation, but it means creating favorable situations for each student, in order to discover their own interests, skills and training possibilities. The main task of the school activity is to create conditions that contribute to an efficient learning by each student. For this it is necessary that the learning should not be based on external motivations, but to develop under internal impulses, the decisive factor of stimulation constituting it. the learning activity itself, the way it is organized and carried out. The evolution of the school systems requires a diversified and differentiated education.

The undifferentiated treatment would deepen the inequalities between the students and would not offer favorable conditions for the school success of all students. The students' abilities must correspond to a differentiation of the school activities. In a differentiated training process the students are no longer subject to the same requirements, but a selection of the volume and degree of complexity of the knowledge, of the methods used, according to interest groups can be made. and capabilities. The teacher plays an important role in the success of the school. For this he must possess a wide spectrum of professional knowledge, to show attention and concern to the needs and preferences of each of his students.

The education reform raises in new terms the problem of adapting the didactic activity in content, forms of organization, methods to the capacities of the children determined by the unequal aptitude of the children to satisfy the learning demands in the same degree. The diversity of students' possibilities, determined by many factors – the influence of the socio-cultural environment, the training acquired on previous stages of education.

The principles of differentiation

The teacher focuses on the essentials, on what is more important to obtain an effective learning, must recognize the differences between the students, the assessment and the training are inseparable. The evaluation must be continuous and especially formative, not just summative and final.

The teacher changes the content, process and product. Content means what the teacher wants the students to learn, the materials and strategies they use. Weak students need structured activities to identify their gaps in learning, to form simple skills under low learning speeds. Good students make a leap to the higher level of their ability, working in higher speed conditions. The teacher must take into account all the factors when determining the process, which is the sum of the projected activities, using the key skills of the students, as well as the product, which is the best means of verifying what has been learned. All students participate in their own education. The teacher respects the level of preparation of each student. The teacher collaborates with the students in learning, balancing the individual and group norms.

The design and organization of the differentiated training implies the use of the relation between the human resources and the knowledge and capacities required according to the training programs.

The differentiation of the training can be achieved at the level of the learning process, the content of the learning and the organization of the learning in the classroom.

Efficient differentiated activities of primary school students

Any learning is effective if it starts from the knowledge of the child, individualization being possible without a knowledge of the knowledge that children come to school with.

Getting to know a student means deciphering the dominant notes of his personality, understanding and identifying the reasons that determine him to act in one way or another and foreseeing future developments. The knowledge ensures the differentiated character of the training and education of the personality of the students, designing the most suitable models in relation to the particularities of the individual physical and mental development.

Psychological knowledge is not only a premise of success in training and education, but at the same time, it is the result of pedagogical activity. The knowledge, education and training of the child are intertwined in the process of concrete activity, carried out in school and outside it. The differences between the children affect the educational-educational process.

Individualized learning is a way of educational approach that aims at the contribution of each child to the situation of teaching and learning. We affirm with certainty that two students do not start an educational activity in exactly the same way, but contribute each with their own experiences, qualities, attitudes, abilities. Therefore, in order to teach effectively, the teacher must be receptive to these differences. Individualized teaching takes place when the teacher and the child influence each other, establishing a communication relationship based on trust and sincerity.

Experience gained in this direction shows that in order to achieve the best grouping of students, it should be taken into account not only the volume of knowledge possessed by students in a particular discipline, but also to consider other elements that characterize students, such as the stage of intellectual development achieved, assimilated vocabulary background, ease of expression, speed of work, difficulty communicating with others, character traits.

The teacher can approach the individual learning at group and micro-group level at the level of each student. At the same time, this learning is needed for the children in the class, especially targeting those with a higher potential or those with a disability of any kind. The role of the teacher in the knowledge of the class is paramount. In school practice, differentiated treatment of students can not be done by the use of different ranges of work independence, both in the classroom and at home. The process is effective when establishing themes as the students are based on a thorough analysis of the abilities of each student and, especially on the evidence of the difficulties and characteristic errors that they have encountered in previous works, because depending on them they can be chosen , either the common themes to be solved independently by all the students in the class, or the themes that help the level groups or each student develop individually in the level of his possibilities.

The frontal activity with the class in the simultaneous education

The frontal organization of the simultaneous class is the situation in which all the students from one year of study work with the teacher, watch presentations on the computer, etc.

The frontal activity is characterized by a rigorous control of the teacher that determines the content, interaction, the rhythm, the duration of the activity. The whole teacher corrects the mistakes of the students and evaluates the degree of achievement of the teaching task. However, this type of class organization has advantages and disadvantages.

Benefits:

– All students focus on one problem;

The activity can be dynamic, the pace being imposed by the activity manager;

-The students are exposed to a correct expression;

– The teacher ensures that each student can receive the message;

– More emotional students feel more secure when they repeat, read or respond to the chorus.

disadvantages:

– The number of students who have the opportunity to speak is small;

– The pace imposed by the organizer does not match the working rhythm of each student;

– Frontal activity usually involves too much teaching and too little learning;

Group activity

Through the activity in groups , the social education of the students is achieved in good conditions. The activity in groups accustoms the students with the organization and management of the activity, with the distribution of tasks, taking into account the aptitudes and possibilities of each one, with the division of the time necessary for the work, with the planning and forming all those moral qualities that the joint activity and social coexistence demand. . The joint activity involves cooperation, attachment and interest in solving the common task, relationships of dependence and control between the members of the group.

Team activity cultivates a sense of responsibility towards their obligations, conscientiousness and punctuality in their fulfillment. The concern for success develops the spirit of initiative, inventiveness, critical spirit, prudence.

In the case of simultaneous teaching, the age differences between the students working in the group are greater than for the other groups of students.

Advantages of group work:

– the social education of the students is carried out in good conditions;

– students acquire some research techniques;

– influences the psychic development of the students;

– offers more possibilities of manifestation of the student;

– live emotions provoked by success;

-stimulates critical attention and spirit;

– influences the conduct;

– forms positive moral traits, such as perseverance;

– develops the courage to ask for clarification, to express his opinion;

– students learn from others;

– increases the self-confidence of the participants;

Disadvantages of group education:

– students are overloaded;

– especially prompt students are asked for answers;

– it is difficult to track the activity of each group;

– the competition between groups is highlighted;

– the inevitable joke when more students talk at the same time;

In the case of simultaneous education, there are situations in which very good students in a lower class discipline can form heterogeneous groups with the lower students in the upper class.

The mixed subgroups have some advantages if one of the objectives of the teacher is for the students to learn from each other, to correct each other. There is a danger that good or older students are not willing to explain to the weaker the problems that they do not understand. In this case they will solve the problem themselves and the weak ones will only copy the result.

Individual activity of students

Individual activity is one of the strong tendencies of organizing simultaneous education. The individual activity, especially the individualized one, adapted to the abilities and the level of preparation of the students, has certain formative valences. It allows the thorough assimilation of knowledge and the deep learning of skills and skills, develops thought processes, gives rise to the acquisition of strategies of heuristic learning and working independence, contributes to the development of mental operations, thus being in line with the requirements of a modern education. Induvidual activity prepares the student for further education.

If the frontal activity facilitates more teaching and less learning, the individual mode of work is used mainly for this purpose: to give the students the opportunity to learn, carrying out different didactic tasks. In the case of simultaneous education, the individual activity of the students is very necessary because offers the opportunity for the teacher to teach new knowledge to the other group of students. Thus, unlike teaching at homogeneous classes, where the individual activity should not last too long, because it can be done at home, at the same time the individual activity of the students is long. duration and requires the formation of sound study skills.

The educational task will vary in duration and complexity according to the age of the students. Depending on the specifics of the teaching tasks, the teacher must distribute the tasks in such a way that the students cannot copy from one another.

The main advantages of the independent activity is that the student acquires knowledge step by step, reaches the understanding of phenomena alone, acquires physical and intellectual work skills, accustoms the student with different responsibilities, giving him greater autonomy in behavior, increases trusting their own infirmities, develops the spirit of initiative, skill in organizing work and determines it to seek information. Develops psychic processes, skills and helps to eliminate gaps.

Therefore, the main disadvantages of the individual activity would be that it does not favor the collaboration, the establishment of relations, the altruism; it can encourage individualism, self-centeredness and it takes a long time.

1.3.4. The role of the teacher in the differentiated program

Differentiated treatment of students in the primary cycle is seen by most teachers unilaterally, as it is the treatment in a certain way, by means especially of a certain category of students, of those predisposed to school failure. The emphasis that is now on the educational process, on the dynamics of the didactic action, forces us to change our views regarding the differentiated treatment.

Differentiated treatment remains an undisputed necessity supported by known, general and situational causes, which in principle are linked to the individual characteristics of the students, which we cannot ignore, but also to the socio-family environment from which the students come. Each child is unique in its own way, it is an unrepeatable miracle and it would be a shame for us to bring these individualities together. The differentiated treatment of the pupils must acquire a more generous acceptance, becoming a quality of situational educational management, a teacher's ability to develop the personality of each child. The teacher is the manager of the class on which he has a lead. He trains the students in the process of an educational process in which he has his place determined, but not predominantly. He / she will have to develop, over time, managerial skills and develop in the class certain types of relationships, which will favor the knowledge of the students and their differentiated treatment.

The separate presentation of these relationships is didactic, in reality they act synchronously and integrated.

Communication relationships with students, which involve the use of different channels and languages that lead to their knowledge. These relationships are based on putting the child in communication situations, engaging him in a communicative action and they will prove effective if they will detect the causes for which the students manifest themselves differently.

Education relationships through which the teacher actively asks the student for their own development, cultivating their self-confidence, preventing the discouragement of time. It depends on the teacher in which way they stimulate the spontaneity, initiative, creativity, action of the student or suppress their timidity and fears, developing a suitable motivation for their formation.

Liability relations, in the context of which the teacher is responsible for his decisions if he passes the student from one group to another depending on his evolution, if he postpones the marking contrary to the provisions of the regulation regarding the rhythmic scoring, until he considers that the student can be noted.

Developing student responsibilities is another side of the same relationships, which favors the transposition in practice of differentiated treatment, students receiving tasks, responsibilities depending on what each can, what each does well.

You relate to power, meaning by this power to influence a group, a student, because it achieves something. The teacher needs a lot of tact to influence, to motivate them for the activity, giving them satisfaction that they are the applicants for an action.

Regarding the differentiated treatment from this angle of the educational management, the interrelationships of the class group will favor the evolution of each child according to their power. Beyond this conception, generating an atmosphere conducive to learning, the differentiated treatment also involves careful and dynamic design .

I.4. Organizing simultaneous activities

Teaching experience has shown that effective learning is also influenced by the quality of the environment because it is important that each school and classroom have an identity and that this identity is built in time with the participation of all those involved: teachers, students, parents.

The school environment reflects a pedagogical vision and tells us the truth about those who work there.

Educational management defines the educational environment as being made up of the physical school environment and the general atmosphere of the school. The physical school environment encompasses the school spaces and their arrangement and the general atmosphere coagulates from the conduct and values promoted. The physical school environment for simultaneous education has a more pronounced role in the formation and cohesion of student groups. The grouping of furniture in forms other than the traditional ones helps the students to communicate effectively, to value individual differences, to assume responsibilities, to express themselves. feelings, to make decisions, to resolve conflict situations, to learn together to perform certain tasks.

The efficient school space equipped with mobile banks allows them to be grouped according to the way they work with students: front, individually, in pairs, in groups.

The capitalization of the school space is achieved by creating: points, center of interest, libraries, computers, video projectors, etc. More chances are given to each child in the simultaneous class through the optimal arrangement of the furniture that allows the student to be involved in the process of their own training.

The frontal activities that can be approached in the simultaneous classes are the teaching of the new knowledge, the verification and evaluation of the knowledge, lessons of consolidation, reading and the debate of fragments from readings, activities dedicated to local / national events of interest, didactic games to train all the students, activities dedicated with adaptation for all simultaneous classes.

The grouping of classes and their distribution by teachers

In the most frequent situation, of the teacher working simultaneously with two or more classes, experience has shown that the most advantageous grouping is that of assigning classes I and III to a teacher and I to IV -a to the second teacher. This distribution ensures the balance of the effort that each teacher makes, having a class with skills in training and a class with experience in learning. Also, this distribution ensures to the teacher the continuity in the instructive-educational activity the possibility of knowing the individual particularities of the students.

The grouping of classes must meet pedagogical requirements:

1. Ensuring continuity of the activity of the teacher with the same group of students:

2. Revising classes with simultaneous teaching to teachers with more experience in education and with good results in class;

The grouping of a smaller class with a larger one for sufficient differentiation between the content of different educational objects and for ensuring the proper conditions for conducting the dependent work;

The reason for class distribution in this way is as follows:

Continuity in the educational activity and a climate of order and discipline are ensured, the older students honoring an example for the little ones;

It offers the possibility of the teacher to work with the same students in the following years and, implicitly, the knowledge of their individual particularities;

It offers the possibility of the teacher for a more harmonious combination of the direct activity of the teacher with the independence of the students, the big ones having already created individual study skills.

Realization of the schedule

Pedagogical practice has emphasized that the most optimal grouping is the one in which the first and the third and the first and the fourth class are combined. In the one-level school units work simultaneously with all 4 classes.

The development of the timetable for simultaneous classes must find effective solutions to the following problems:

Ensuring the grouping of educational objects that ensure optimal possibilities of alternating the direct work of the teacher with the activity of the students' independence;

Respecting the student's effort curve within a day and a week;

Optimal programming of Romanian and mathematics classes;

When designing the timetable, it will be necessary to take into account the grouping and alternation of the educational objects in such a way that there is a logical combination at the same time.

The objectives and the criteria in the composition of the timetable in the primary cycle aim:

The correct placement of the educational objects that were taught in the same time interval, in different classes;

The special concern for the success of the teaching activities with the first and fourth class, aiming at the correct integration in the school activity and the formation of the work skills independence in the first case, and for the second situation, the solid preparation for the successful passage in the secondary school cycle;

Programming the Romanian language and mathematics, either in the hours when working only with a class, or grouped with the educational objects in which the students have the opportunity to spend more time working independently;

Simultaneous grouping of objects that make it possible to use different types of lessons at the same time;

The correct classification in the schedule and the granting of a significant interest for the hours of musical education and of physical education, taking into account their special formative contribution in the education of the students;

Passing into the schedule, at the end of the week, of some disciplines that generate a lower coefficient of fatigue; placement of educational objects that require more students towards the middle of the week;

Scheduling the hours that belong to the same discipline at the approximately equal time interval during the week;

The conditions for conducting simultaneous didactic activities can sometimes lead to situations in which the pedagogical requirements for scheduling cannot be fully respected.

That is why the schedule may present some mobility within a day, imposed by the volume of knowledge, skills and skills that students must acquire in each educational object, the difficulties encountered during the assimilation of knowledge.

In schools with simultaneous activity, the schedule is the basis for organizing the entire educational-educational activity and must meet the same pedagogical requirements as in the other educational units.

The design of the schedule has a special importance because in its preparation must take into account the particularities of the lessons presented in the combined classes. The grouping of the educational objects must be done in such a way that there is the possibility of alternating the independent work of the students with the direct activity.

Regarding the preparation of a day schedule or a school week under the conditions of simultaneous teaching, the teacher will take into account the specificity of the educational object whose content may offer greater or lesser possibilities of giving varied subjects for work independence. It has been observed that history, which cannot ensure a too large number of topics for work independence, can be coupled, at the same time, with drawing, composing or reading, as these disciplines require relatively shorter time for direct work and allow the booking of a type longer for direct activity with students studying history.

And reading can be grouped in very good conditions with communication, geography, sciences. The satisfactory results were obtained by carrying out the hour reserved for the exponential reading that the optimal hour on a certain day, and on the following day, at the first hour, an optional activity can be carried out. This offers the possibility of preparing children for different independent exercises for speech development.

Communication and mathematics cannot be scheduled later than the third hour, as long as reading, plastic education, physical education, visual arts and practical skills can be planned in the third or fourth hour. The reading lessons should not coincide with the communication lessons , as no conditions can be created for effective learning. Nor can reading lessons be held in both classes at the same time, because in these, unlike the small classes, the possibilities of independent activities of the students are limited.

Mathematics can be planned for both classes at the same time because the number of hours provided in the curriculum is the same.

The Science object will never be coupled with practical skills, music and movement, because these objects, by their content, distract the attention of the students from the direct activity or the independence of knowledge acquisition. The association with objects that: reading, history, drawing will provide the teacher and students with optimal conditions for conscious and active acquisition of knowledge.

In the didactic activity in two simultaneous classes, good results are obtained alternating the schedule. Thus between 8 and 10 hours the lower class works on the objects: reading, mathematics, from 10 to 12 visual arts and practical skills, music and movement, physical education with both classes, and from 12 to 14 reading activities, history, mathematics, science, geography with the higher classes.

The advantage of alternating schedules is that it offers the possibility of conducting direct work for a longer period of time, while remaining in the other hours to carry out activities with varied possibilities of working independence.

In order to ensure the proper learning of the content in practice in schools with simultaneous teaching, the organization of the six-hour teacher program was introduced.

Is the extended schedule a means of optimizing the teaching activity under simultaneous working conditions? School practice has proven this by highlighting the following advantages:

Provide time for direct work of the teacher in the classroom;

prevents overloading of students by avoiding the formulation of tasks that are too difficult or too time-consuming;

Admits finding and using more varied strategies for speech development and vocabulary activation, an area in which students who work under simultaneous conditions are sometimes deficient;

It allows the use in different conditions of the activity differentiated with the students, stimulating the intellectual capacities of the ones with fast working rhythm and removing the lags behind for the weak ones in education;

Creates conditions for a fair evaluation of the school performance of the students in order to detect and eliminate their mistakes and their deficiencies at the level of: knowledge, skills and skills.

The extended schedule can also be applied because the distance to the school is not large, the village is grouped, the small students can come alone, without older brothers or colleagues. Such a timetable is useful in schools with simultaneous activity in four classes where the number of students is higher and the villages are grouped.

Through this, it was possible to achieve the quality of the instructional process, the thorough preparation of all students, the provision of prompt and adequate support to students who are experiencing learning difficulties.

Planning of didactic activities

The action of planning the didactic activities is carried out, generally, on the basis of the same rules that and when working with a single class, granting the activity of the students' independence from the other class.

The calendar plan of the didactic activity is elaborated on time units – annual, semi-annually, on learning units – and in parallel for both classes. The calendar planning is carried out in close correlation with the timetable taking into account the difficulties that the students of the simultaneous classes can acquire in the knowledge of each chapter and of the requirements of the program and the school textbooks. Care will be taken to avoid overlapping at the same time of lessons with a large volume of new knowledge, as each educational discipline has a diverse system of lessons: acquiring new knowledge, consolidation, repetition and verification.

The planning of the subject in the disciplines grouped in an hour in an hour determines the alternative introduction, within the activity for each class, of the different type lessons.

You can group a knowledge acquisition lesson with a lesson of another type of consolidation, recapitulation, verification. Such a modality allows for a longer direct activity with the class, when the volume of new knowledge is higher or the accessibility of the knowledge is reduced and yet the work of the combined class independence can be directed, differently and differentially, by using in a greater extent of the forms of work independence.

If sometimes the situation requires scheduling the same kind of lessons on the same day. They will be sought to be unequal depending on the volume of knowledge or their accessibility, so that one has priority over the other in the amount of time reserved for direct activity with each group of students.

Weekly planning is done at the end of each week for the following week depending on:

content of the lessons taught in the same time interval in both classes;

type of lessons;

The relationship between the direct activity of the teacher with the students and their indirect activity;

The organization of the work under the conditions of simultaneous teaching requires the elaboration of a calendar planning from which the optimum parallelism that characterizes the activity in these classes, the timetable and the lesson projects will be drawn up.

Thoughtful, rational calendar planning offers the possibility of better organizing the independent work of the students and ensuring the logical succession of the lessons within a certain chapter or the whole subject.

Design of didactic activity under simultaneous conditions

The design of the activity of the teacher is necessary, as a basic condition of the optimization of the activity of his activity. Approach way must be perfected because the design is an expression of the responsible preparation of the teacher for the activity, of its pedagogical, psychological, methodical culture, it is an expression of the affirmation of its didactic creativity is a sign of the scientific approach of the education with the reduction of the didactic empiricism.

The didactic design is the framework in which the quality and efficiency of the educational process can be reported and much demanded, rigorously, on educational objects. The didactic design establishes the common points of the activity design at all levels of the school unit, of the school programs, of the time units, of the classes in order to achieve the educational objectives. The design helps the students to raise awareness about the objects, the content, the organization, the strategy, the evaluation criteria by knowing the data of the initial design. The education process is so complex and it can no longer be limited only to the content given by the programs, when the activity must be related to objectives achievable through learning, the transmission of this content.

Since designing means sketching, designing and choosing a way of solving in relation to the objectives, to provide an optimal solution perspective, a possibility to materialize the preparation and creativity of the framework under the given conditions, and to plan means to provide with accuracy solving a given content unitary, on a unitary conception, we find only the shift from the emphasis placed on the informative content, to the one placed on the examples of activities for learning that content and the achievement of the educational-educational objectives.

Conducting the lessons under the conditions of the simultaneous activity presents some difficulties whose solution depends on their success. During the same class, the teacher changes the subject of the lesson from one class to another. Changing the content of the activity requires flexibility in attitude, pedagogical tact in the relations with the students, care to ensure the volume of knowledge, skills and skills provided by the school programs.

Thus, the teacher cannot properly design a lesson if he does not completely redo the training stages. The lesson design starts from the annual one and we can establish a correspondence between the algorithms, the steps taken initially and the result materialized in the teacher's planning documents.

Efforts to improve the teaching technology are directed in many directions. They concern the determination of each component of the pedagogical act according to the hierarchical and logically ordered educational objectives, the promotion of more efficient working methods, the establishment of pedagogical relations, especially the aspect of communication, characterized by the cooperation of the two partners of the educational process: student.

The preparation of the teacher for the activity will be ensured before the elaboration of the learning units. The learning unit considers the specific determination of the elements that ensure the realization of a sequence of the chapter.

1. Determining the specific content, for the determined time;

2. Establishing general objectives;

3. Analysis of the initial-material conditions, the level of the students;

4. Operationalizing the objectives achievable in the lesson, with their completion;

5. Choosing the strategy (methods, forms of organization, means);

6. Specifying the sequential development, of the actions of the factors involved;

7. Specifying the mode of verification, evaluation;

For the simultaneous activity with the two classes, the project for carrying out the lesson has a special importance, establishing the way of alternating the activity of the teacher to the working class the independence of the students with whom they do not work directly. This project is elaborated on two columns, specifying the tasks of activity independence. and judiciously dosing time for each sequence of the lesson, within the two forms of activity.

In order to ensure the proper acquisition of knowledge, the activity begins with the class in which the content of the lesson is wider or involves difficulties of understanding. The independence activity that the students will carry out will give the opportunity to assess to what extent each goal initially set was achieved. As a result of this assessment, any mistakes will be corrected or additional explanations will be given to remove the gaps.

Holding a lesson is a complex didactic problem to solve. Solving it requires intuition, thought, imagination, sensitivity and ingenuity. The elaboration of a lesson is a true act of pedagogical creation, a thoughtful construction, designed and carefully organized in all its essential aspects and, sometimes, even in the retail ones.

In addition to personality traits, the teacher must also demonstrate a deep understanding of the specific phenomena, training and education, an understanding based on a thorough didactic-methodical training, on a high pedagogical culture.

Alternating direct activity with independent activity

Means and purpose of the didactic activity, the activity of independence is the activity within the instructional-educational process, of wide variety in content, forms and duration carried out by the students alone, without the direct participation of the teacher, but involving his guidance and control.

This activity requires personal and creative effort, the spirit of initiative and independence having a special educational value, promoting logical and systemic thinking, discipline and work organization, conscientiousness and sense of responsibility, the drive for self-education and self-education.

Efficient self-employment is ensured by respecting the age and individual particularities, avoiding overloading, thoroughly preparing the organization, conducting, guiding and controlling it, adapting various forms to the specific of the educational object, to the fundamental object of the lesson.

Working independently involves the use of a wide and diverse register of methods and procedures: using and verifying textbooks and books in a rational way, observing facts and phenomena, researching the independence of written sources and developing a work plan (Sincan, E., 1988 )

Working independence is an essential component of the educational-educational process and a basic factor in personality formation (Dictionary of Pedagogy, 1979)

From this point of view, the activity of independence can be regarded both as an activity for training working skills and as a means of acquiring knowledge, skills and skills.

The conditions for organizing the independent activity

The activity of independence can be carried out both before teaching the new knowledge, to reactivate the previously obtained information and to prepare the acquisition of the new knowledge, to fix and consolidate them. This type of activity contributes to the formation of work skills, independence for students. But in order for this activity to be truly effective, it is necessary that the requirements addressed to the students through work independence meet certain requirements.

The conditions under which the students' independence activity is organized depend on the class they are to perform, the degree to which the students have formed individual work skills and the independence and structure and timing of the lesson in which they are conducted.

The main condition for carrying out learning tasks lies in the level of working skills and independence, the result of a complex and long process . That is why the students of the first class will not be able to receive subjects of captivity the independence from the first days of school and that is why, it is recommended that during the first semester, the schedule of class I is delayed by 1-2 hours before the other classes, offering the possibility of direct activity of the teacher with small students.

Another condition for the proper organization and conduct of the independent activity is the prior training of the students. To this end, after the objectives and tasks have to be stated, the appropriate methods of execution are presented to the students, giving them a model. For work.

Good performance of independent activity also depends on the removal of disruptive factors of this activity, such as the negative phenomenon of knowledge interference (Sincan, E.1988).

The requirements of the independent activity

The activity of the independence of the students, in order to reach their purpose and to be effective, must meet the following requirements:

Compliance with the provisions of the school syllabus regarding the volume of knowledge, the objectives and the content of the respective lesson;

concretization through accessible, varied themes, which requires gradual intellectual effort , logically and stimulates the interest and potential of the students, regardless of the level of preparation;

Full integration in the structure of the lesson, ensuring its unity and solving all the didactic tasks;

The rational dosing in time and that volume, avoiding both the overloading of the students and the appearance of dead times in the economy of the class hour;

Completing the independent work with the control of its independence and with assessments on the quality, in order to maintain the interest of the students, to find, to eliminate gaps in time and to ensure the unity of the lesson;

Awareness of teaching tasks and working procedures;

Forms of organization of independent activity

Depending on certain variables, the activity of independence can take a variety of forms.

a) After the time and duration of the deployment:

Short-term activities from the beginning of the hour (5-7 minutes); During this time, the subject communicated to the class the topic and the working guidelines, working independently in the first part of the hour;

Short-term activities, at the end of the hour with the class to which the teacher worked directly in the second part of the lesson; at the same time, the teacher will check the way of carrying out the subjects worked independently by the students of the other classes;

Long-term activities, of about 15-20 minutes, carried out by the students of one class, while the teacher will work directly with the other class.

b) After the purpose pursued, the forms of activity of independence are grouped as follows:

Work for independence to prepare students for acquiring new knowledge; being more difficult requires a good conception and organization according to the individual and age particularities of the students, of time affected, by the subject of the lesson;

Independence activity for the training of intellectual work skills and skills, carried out following the direct activity of the teacher and organized in different ways.

c) After the content of the independent work:

Activity with the textbook and other school books, through which the students can read the independence of texts with the accomplishment of specific tasks;

Observing the independence or carrying out experiments in order to discover the particularities of certain phenomena and to make measurements;

Exercises of various forms (reading in thought, slow reading – depth reading with the essentials, writing in Romanian, mathematical calculation, orientation and reading a map.

In organizing these forms of activity, it is recommended to use the worksheets for independence, which have many advantages, including: the possibility of individualizing tasks, knowing the evolution of all students, combining control with self-control; allowing the application of the principles of programmed education, leading to a more judicious use of working time.

The explanations given in the distribution of the worksheets must be clear, precise, and throughout the teacher will ensure the supervision and guidance of the students' activity. The efficiency of the process increases when questions and educational tasks are formulated on the files, on the basis of which the students can self-control and self-check.

The groups of independent activities presented above are based on general criteria.

Control and evaluation of independent activity

The control of the independent works is actually done by a teacher through the use of different procedures and its main objective is to analyze their content.

The evaluation of the independent activity of the students refers to both the quantitative and the qualitative aspects, following not only the accomplishment of the theme, but also the way in which it was solved.

Short-term independent activities do not always require close scrutiny, the topics can be verified by a general question asked by a teacher to the whole class.

The control of the independent works will be realized in all the lessons and especially in those of verification and appreciation of the knowledge, of repetition and systematization, of the training of the skills and the consolidation of the skills. The subjects given in these lessons can occupy almost the whole hour, and the control is will be done at home, by the teacher, ending with their marking and analysis, with the support of the students, in the next hour.

Under the conditions of the simultaneous activity, an important place in the verification of the works carried out independently is occupied by the students' self-control, which is achieved by comparing the results obtained by them with those indicated by the teacher or given by models. The mutual control of the students can be used for the works performed.

However, the self-control of the works should not be substituted for the daily or periodic control exercised by a teacher.

Evaluation of the didactic activity

Objective requirement regarding the increase of the efficiency of the educational and educational activity, under the impulse of the exigencies of the contemporary society, has generated wide preoccupations promoted insistently in the pedagogical theory and in the school practice, to give to the educational process a more rational and rigorous character. of the didactic act: precise determination of the objectives of the training, organization of the contents in accordance with the main characteristics and trends of the science and the technique and with didactic logic, establishing the training-learning strategies in relation to the objectives and the definitive contents, the extension of the teaching functions in the didactic actol and the centering it in the activity of learning of the students. In this frame of reference a fruitful field exploited in the last decades is the one regarding the evaluation of the school performance.

The conception of the didactic act as a system, constituting the whole of the resources used, of the factors participating in the processes and operations involved, but also of the conditions in which it is carried out, implies at least two coordinates of approach and understanding of the place of the evaluative actions in the context. of the teaching process.

One consists in recognizing that evaluation is a necessary component of the instructional-educational activity representing the final point in a succession of events comprising the following phases; establishing pedagogical goals through the behavior of students, designing and conducting the program, evaluating the process performed and on this basis , the adoption of decisions to improve the activity in the following sequences.

The second coordinate concerns the existence of multiform relations, some nuanced mechanisms of interaction between the component processes (teaching-learning-evaluation) and between the structural elements of the didactic act (contents, objectives, applied methodologies).

Carrying out the assessment of the level of preparation of the students, by referring it to the objectives pursued in the study of each school discipline, ensures the obtaining of accurate and relevant data on the progress and performance of the school.

Knowing through evaluation, the concrete level of the students' preparation and their psychic particularities manifested in the learning process, the progress made, the lags behind, the mistakes committed, the insufficiently stimulated potential, the teacher has the possibility to regulate his didactic strategy in order to obtain as many results as possible. good by all students.

Analyzing with the students the findings obtained through the assessment, the teacher helps them to realize the level at which they are in relation to the objectives they have to achieve, the shortcomings in their preparation and the causes that generate them.

The appreciation made by the teacher, when internalized by the student, becomes for him self-esteem and stimulates him to collaborate with the atheist and knowing the cause to remove the gaps. This fact also presents the educational value, developing the capacities of self-assessment, self-knowledge, self-evaluation and the desire to overcome, to progress continuously.

The content or evaluation aims to determine how the objectives set are achieved in the practical activity. As this work is a continuous and lasting process, the evaluation can be carried out during, sequentially and at its end.

Therefore, resuming one of M. Scrivan's ideas regarding the specificity of the evaluation, Ion T. Radu distinguishes "two main ways of accomplishing this act in the educational process: continuous, formative evaluation and cumulative or summative evaluation".

The continuous evaluation is carried out throughout the educational process. It is done on the fly, the frequency of the checks being higher, the information accumulated are immediately exploited through prompt interventions of the teacher.

The role of this evaluation is to diagnose and improve. The continuous evaluation is distinguished by two main features:

a) The much more alert rhythm of the evaluation activities; much higher frequency of checks and assessments over a period;

b) The considerable shortening of the interval between the evaluation and the modifications, the improvements brought to the pedagogical act. It is carried out concurrently with the instructional-educational process and is the one used to improve the training program.

Strengths such as shortcomings are detected in the development of the instructional-educational process, through continuous evaluations, which allows interventions to eliminate shortcomings.

The cumulative assessment represents the traditional way of evaluating the school results and consists in the periodic verification and assessment, concluded by final control over the entire product of the pedagogical act. It is performed at the end of more or less long periods.

This assessment is performed either globally, on the activity as a whole, or on a different basis, for different aspects of it.

The information obtained through the evaluation of the student preparation indicates to the teacher the quality and efficiency of his own activity, determining him to re-evaluate and perfect his didactic technology, the whole style of working with the students.

In order to remove the shortcomings found by applying the traditional oral verification procedure of 4-5 students at the beginning of the class, based on the research results of the school performance evaluation, the tools necessary to carry out in current school practice a continuous and objective evaluation have been developed.

Thus, in the didactic activity under simultaneous conditions it is possible to carry out the systematic, even daily, verification of the students' preparation, both by their current listening during the lessons, as well as by the rhythmic correction of the notebooks and the periodic application of some control works.

The application of the tests for the evaluation of the knowledge that will highlight the achievement of the objectives set by the syllabus is done throughout the school year, the end of the school year and at the beginning of the following school year.

During the school year, the exams cover the subject matter covered within a part of the syllabus, themes or chapter. The tests allow for prompt interventions in order to remedy the constant deficiencies, so that one can proceed to the study of the next topic in optimal conditions, with the whole class.

At the end of the school year, the tests for the verification of knowledge, skills, skills, measure the achievement of the provisions of the educational program as a whole. The obtained results are criteria for organizing the final recap lessons and for the support given during the holiday, for the students who are lagging behind in the teaching.

At the beginning of the school year, tests are applied to assess the knowledge that concerns the subject of the previous year and which aim to ascertain the amount of knowledge and skills with which the students remained after the summer vacation. The results obtained in the tests for the evaluation of the knowledge correlate with those obtained by the current listening, the correction of the notebooks and the direct observations on the learning activity of the students.

Social aspects specific to simultaneous education

Considerations regarding simultaneous education

An appreciation of how viable education is at the same time implies taking into account the attitude of the teachers who serve it, the students who attend it, the parents, the state of the spaces and the equipments and, finally, its effectiveness.

Different monographic researches of the school units with simultaneous specific from different counties of the country vis-à-vis these issues have been carried out and numerous aspects have been highlighted:

1. Most of the employed teachers have an unfavorable attitude to this form of education, on the one hand because they do not have accommodation and board conditions in the small localities where the school operates, they have to travel daily distances, often on foot, on the other hand because with poor results, they have no job satisfaction and no hope for the situation to improve. This attitude cannot be ignored because it becomes a factor in school failure itself.

In contrast to teachers, students and parents prefer this form of education, the first because they are exempted from the long roads, to the middle school, which they have to do in very difficult conditions and the latter because they have more children. time in the household and I can supervise them more easily. It should be noted that neither the parents nor the students of these units are too interested in the quality of education. Those who are considering higher schooling, usually after the fourth grade, take their children to the middle school or to a closer city.

However, it is important to consider the choice of students and parents for this form of education, especially since in the absence of regular means of transport, the attendance of the school is very bad. Instead, children acquire their harmful habits. The neglect and exploitation of the population from these small localities has led to the formation of this low aspiration, which also negatively influences the quality of education.

As far as spaces and facilities with educational materials and facilities are concerned, these units have been neglected. Invoking the imminent decommissioning of the small villages, the former popular councils used the budgets of these schools in other directions, assigning only the necessary resources to the schools.

Problems and concerns associated with simultaneous classes

Simultaneous classes in which students from two or more levels are taught by the same teacher at the same time, are an important phenomenon in schools. Veeman restates the best evidence regarding the cognitive and noncognitive effects of simultaneous classes, in which children of different ages are grouped together for educational and pedagogical benefits.

Simultaneous classes are classes in which students of two or more levels are taught by one teacher in a room at the same time. Students from simultaneous classrooms retain their level and grade tasks and the curriculum represents their specific level. These classes are made up of administrative and economic reasons.

Some schools may deliberately mix both age and grade levels for educational reasons. The student is kept with the same teacher, in the same class for a number of years, usually three. This practice is described as the grouping by several ages. It is important to differentiate between multi-level (simultaneous) houses from multi-age classrooms. Simultaneous classes are formed out of necessity; older classes are deliberately formed for educational benefits.

Much research has been focused on the effects of simultaneous classes and multi-age classes, but there are only a few publications on this topic.

Pratt (1986), based on a study of simultaneous classes and multi-age classes, concluded that these types of groups do not have a consistent effect on academic achievement and a benign effect on social and emotional development.

Miller (1990) reviewed studies conducted until 1986 and also argued that simultaneous and multilevel classes do not adversely affect students' academic performance or social relations and attitudes.

In both studies, the significant number in favor of simultaneous and multiple age classes or single-level classes was calculated. Little attention was paid to the particular forms of the simultaneous classes, the methodical quality of the studies or the size of the effects. Moreover, simultaneous classes were not differentiated by age classes. Both studies included only studies conducted in English-speaking countries.

The purpose of the present study is not to underline the reasons for the increase of the number of simultaneous classes, the occupation and the perceptions about the simultaneous classes and the advantages claimed by the multi-age classes.

a. Influence of simultaneous teaching

Simultaneous classes occupy an important place in the sparsely populated schools and developing countries that are trying to improve the quality of education in rural communities. Since the mid-1970s, many schools in the industrialized west have been forced to lay off teachers for financial reasons and because of enrolled students. As a consequence, these schools set up simultaneous classes. Schools in fast-growing suburban areas have increased enrollment while schools in older urban areas have been declining. Thus students from two or more consecutive classes were combined and formed a simultaneous class with a teacher.

Simultaneous classes are a common phenomenon in rural areas where schools often have one, two or three teachers. It is interesting to note that in large countries there are several simultaneous classes in urban areas. One third of New Zealand schools are schools with 1-2 teachers, in Finland, 70% of elementary school students are enrolled in schools with three teachers. In Portugal 80% of the students attend schools with only two classes, in France there are 11000 rural schools with only one teacher, and in Austria about 25% of the elementary schools are schools with one, two or three classes.

b. The advantages of simultaneous grouping

Grouping by age groups of pupils is a feature of schools with non-classes. Schools practicing age grouping claim that this classification is superior to single age groups or horizontal groups, having the advantage of the family and social structures of the group in which the students grow up are at least one year old, the age difference being placed in the same class for more years.

Simultaneous classes are usually made up of administrative and financial reasons, whereas multi-age classes are usually based on pedagogical and didactic reasons. Many schools with multiple age classes have been influenced by the advantages of "family groups" in kindergartens and by the principles of British schools in which children aged 5-6 and 7 years are taught in the same class.

When a school changes from a normal school to an organization, in a simultaneous organization both teachers and students are dissatisfied.

Canadian and American principals encountered the following issues related to simultaneous teaching: curriculum integration, individualized training, lack of time for material preparation, the need to supervise one level while teaching is at another level, lack of time for parental care. . More than 80% of teachers said they had no training in simultaneous teaching. Almost half of the directors considered that the optimal number in a simultaneous class should be 20 or less. These principals pointed out the negative attitude of parents towards simultaneous classes.

In a recent study of attitude toward simultaneous classes, among parents, students, and teachers who were actively involved in these classes in a Connecticut public school, it was found that participants agreed on three points. The first was that they felt that the greatest advantage of the simultaneous classes was the opportunity of the students of the lowest level to advance academically due to the exposition of the curriculum of the students of the highest level.

The second point was that they considered that the greatest lack of simultaneous classes is the waste of the teacher's teaching time, and the third point is that no group of participants would choose the simultaneous classes again.

A combination of grades 3-4 and 4-5 was noticed.

In Western Australia, teachers pointed out the following disadvantages of simultaneous teaching: increased effort, more time designing and preparing materials, more time spent correcting tests, not enough time to pay attention to students individually, and no occasion to reflect on the teaching activities during the day. Rural communities accepted simultaneous classes, while metropolitan communities opposed. Teachers, in general, have been critical of the training courses, claiming that they do not prepare them for simultaneous teaching.

Common problems associated with simultaneous classes are: lack of time for teaching the required content, more difficult work, lack of time for individual attention and remediation, lack of classroom management skills, lack of training during courses for teachers, inadequate materials, care for parents about things learned by children.

It is claimed that students from small schools with simultaneous teaching learn less than students from large schools with single-level teaching.

Methods examined

This examination synthesizes the results of research into cognitive and noncognitive effects or of simultaneous classes and single-level classes in general school.

Criterion for individual inclusion:

Simultaneous classes were taken to be an administrative measure having to do with classes of different sizes. Multilevel classes were made as a pedagogical measure intended to broaden opportunities for interaction between older students and younger ones.

The study grouped two dependent variables:

a) An academic or cognitive achievement;

b) Cognitive growth

The first area was divided into: reading, mathematics, science and social studies, and the second area was divided into:

a) Personal adjustment;

b) Social adjustment;

c) The concept of self

d) Attitude towards the school;

e) Motivation

Noncognitive effects of simultaneous classes compared to normal classes

Several studies were conducted on simultaneous classes. Carter (1973) looked for differences and attitudes about themselves in classes that have spent their entire school activity, starting from kindergarten, in simultaneous classes. Students from simultaneous classes achieved a significantly higher score than students from normal classes in studies of self-concept and school-related attitudes.

Junel (1971) explored possible differences in the effects of a simultaneous class versus a traditional elementary class. There were no significant differences related to self-concept, school-related attitude or personality development.

In general, the researches for the noncognitive effects of the simultaneous classes versus the normal classes, sowed with those for the cognitive effects. Students in simultaneous classes did not perform better or worse on noncognitive measurements than students in normal classes.

The affective and psychological differences between the students of the simultaneous classes and those of the normal classes are very small. No difference was found between students of the simultaneous and normal classes, neither in urban nor rural areas. Regarding noncognitive effects, a small positive effect was found in favor of simultaneous classes in rural areas.

Multilevel classes were found to be missing in urban areas. In 5 out of 10 studies, students from simultaneous classes in suburban areas scored higher on noncognitive measures.

Several factors can help us to explain why students who are learning in simultaneous classes or in multi-level classes do not differ from students in single-level classes.

One factor that can explain to us why students who are learning in simultaneous classes does not differ from the others is the inclination towards the composition of simultaneous classes.

Another factor that can help us to explain the lack of differences is that teachers in simultaneous classes are poorly prepared to teach at two or more levels at the same time and do not have adequate teaching materials.

Another factor is the fact that most of the teachers in the simultaneous classes work longer, require a longer time for preparation.

At present, it is not known which combination of educational levels is the most effective. In the studies and tests of researchers on combined / mixed classes or ages in England, Bennet et al (1983) found more than 200 types of variations of the combined / mixed classes.

Perspectives on the education process under simultaneous conditions

Order no. 2290 for amending and completing the order of the Minister of Education and Research no. 3281 / 16.02.2006 on the functioning of pre-university education with simultaneous teaching was signed by the Minister of Education, Cristian Adomniței, on 28.09.2007, which demonstrates the clear concern for the didactic activity carried out under simultaneous conditions. One of the changes concerns classes I-IV, which can be set up with at least 4 students from two different classes. Also, a teacher can teach at the same time, in the same class, to students of the 1st, 1st, 3rd and 4th grades.

NEMED (Network of Multigrade Education) is a transnational network co-funded by Action 3 Comenius of the EU Socrates Program, and aims to stimulate the effort to bring education with simultaneous teaching to the attention of the relevant policies and thus contribute to the improvement of simultaneous education. Also, it was tried to carry out a detailed analysis of the problems of simultaneous education, in terms of teaching-learning, but also of the conditions characteristic of simultaneous education in Europe.

NEMED brings together education specialists and researchers from ten European countries, with common concerns in research, intensification and support of simultaneous education, both in the countries of origin and at European level.

Interactive training in simultaneous education

"In contemporary educational theory and practice, the issue of interactive training knows new scientific approaches, complex, interdisciplinary, possible thanks to the development of the exact sciences (mathematics, computer science, statistics, cybernetics, biology …), and the socio-human sciences (branch psychology). its sociology, philosophy, logic, anthropology). For example, it can be remembered that the superiority of the active methods, the necessity of combining independent study with collaborative learning methods, became evident, being scientifically, pedagogically, psychologically, sociologically and biologically argued. It is unanimously accepted that an active method favors operative constructivism, namely the simultaneous elaboration of both new knowledge and cognitive structures, as well as of mental operations. An active method is par excellence and involves the effective engagement of the subject of learning, which the active method teaches how to adapt, act, decide and not just memorize, reproduce, conform.„ (Bocos, Mușata, Interactive training, landmarks for reflection and action, Cluj University Press Publishing House, Cluj-Napoca, 2002, p. 24)

The word „ training '' comes from the Latin word „ instructio„, which means arranging, arranging, constructing, and „ training '', to build, to furnish, to learn something, which suggests the meaning and meanings of this concept: complex and systematic process of equipping students with knowledge, of transmitting and acquiring the new, of informing, of training the epistemological capacities, competences and interests.

In traditional education, centered on knowledge, respectively on the transmission of knowledge, the training was strictly associated with the intellectual education, the instructive with the informative, and the education with the moral education, the educational with the formative. The accumulation of the teaching experience and the multiplication of the acquisitions of the educational sciences, have determined not only the revision of this optics, but even its radical modification. Today, training is a fundamental pedagogical concept, correlative with the one of training, of qualitative transformation of the whole personality of those who are trained, of equipping them with intellectual and practical skills, cognitive abilities and competences, psychomotor and affective-attitudinal, behaviors, behaviors, beliefs, attitudes, etc.

Moreover, training and training are not only correlative, but also complementary, their convergence action ensuring, in fact, the processionality of education. The concept of training is closely correlated with that of learning, the reason of training being, practically, that of inducing and sustaining learning: „ … the theoretical way that ensures the contextual definition of training is given by the correlation established with learning. In the absence of learning, training cannot manifest its conceptual fullness (the emphasis being necessarily on the applicative side) „ (RB work, 2001, p. 32). Therefore, training has appeared in human society as a need to optimize learning for information, but also for training.

The activation of the students in the process of training has gradually begun to be unparalleled and even a priority, in the theoretical and, subsequently, in the practical ones in the field of education. The idea of the necessity and importance of activating students in the teaching process has been promoted more and more, since certain knowledge is not formative in themselves, but through the process of reaching them, through cognitive / intellectual, action, affective, motivational, volitional structures. and so on which they develop.

Teaching and interactive learning

Interactive learning is a type of learning that is based on the deep intellectual, psychomotor, affective and volitional involvement of the subject of learning in the acquisition of the new, namely the engagement of his own intellectual and psychomotor efforts in building knowledge, in training and developing skills, skills, behavior, skills , in the acquisition of knowledge.

Active learning can be the result of the individual efforts of the students or of the collaborative efforts, of the interactions that are established between them and which lead to the progress of the knowledge. In the latter case, learning meets, besides the attribute of „ active '' and that of „ interactive '', since the student's own efforts, which allow him access to knowledge, are registered in social exchanges.

Active (inter) learning is an active, volitional, internally mediated process, in which the learner discovers, infers, constructs and re-assigns senses, capitalizing on learning materials, analyzing situations and experiences, and passing them through the filters of their own personality.

The individual who actively learns is his own initiator and organizer of the learning experiences, able to permanently reorganize and restructure his own acquisitions, in a systemic vision (Bocoș, Mușata, „ Interactive training '', reference and reflection benchmarks, Press Publishing University of Cluj, Cluj-Napoca, 2002, p. 62).

In interactive training, teaching practices are interactive and shift to a more factual rather than active role: in general, the teacher acts and intervenes at the students' request in order to facilitate their learning, to involve them in the activity and to determine them to learn to learn. become assets, actors and authors and their own knowledge, of their own declarative, procedural and strategic knowledge. How? By helping them to find learning and working strategies that are personalized and adapted to their own training process, their own personality, their own intelligence profile, their own goals.

Activating teaching is a strategic teaching (M. Bruneanu, L. Langevin, 2000, p. 24), based on results and principles formulated as a result of cognitive psychology research, which places the student at the center of the learning construction.

Strategic teaching favors students' attainment of both declarative and strategic knowledge and procedural knowledge; these last two types of knowledge involve the attainment of higher taxonomic levels of thought and favor the gain of autonomy in learning. Strategic teaching models the learning strategies of the students and the strategies of intrinsic higher motivation for the progressive acquisition of an increasingly complex knowledge (Bocoș, Mușata, „ Interactive training '', landmarks for reflection and action, Publishing University Press Cluj, Cluj-Napoca, 2002, p. 73).

Evaluation in interactive training

The coherent, consistent internal and educational valences of interactive pedagogy are also due to the fact that it includes evaluation, being favorable to achieving a permanent report of the results of the training on the objectives pursued, establishing the objectives achieved, those achieved and those not reached, the difficulties and successes of the students. , so that they can be helped as efficiently as possible.

The learning model promoted by the interactive training is not only compatible with the formative evaluation and trainers, but also demands such an evaluation. This model involves the design and implementation of interactive teaching, learning and assessment approaches, characterized by the fact that the teacher is constantly interested in the student's progress during his / her learning, and is oriented towards providing prompt, immediate, systematic and continuous pedagogical help. . Thus, the evaluation is not only used as an instrument of control, but a training tool, which the student has to pursue their own goals and to build their own learning and training. The idea was adopted that a student in difficulty should not give warnings or let him „ do it alone '' but, on the contrary, help him. And how could the students be better helped than by putting them, in a first phase, in front of their behavior and their school results and by conducting a fair evaluation, based on criteria to which they adhere, an accepted, integrated assessment? and assumed by them? (Bocoș, Mușata, „ Interactive training '', landmarks for reflection and action, Cluj University Press Publishing House, Cluj-Napoca, 2002, pages 96, 101-102).

Reverse connection mechanisms

Feed-back is a mechanism of return, of comparative feedback between the expected and the obtained effects, with the role of continuous directing, (self) control, (self) adjustment and amelioration. Thanks to its effects, it becomes possible a permanent verification of the way in which the acquisition of knowledge takes place and a step-by-step study of the progress of learning and knowledge. It is operative both in the situations in which the didactic successions follow the order: teaching-assimilation-application-evaluation, as well as in the situations in which it starts with the application of knowledge and skills.

The feed-forward represents, along with the feed-back, a useful reverse connection mechanism in regulating the educational process, respectively an anticipated feedback, which foresees, somehow, the final effect. The term "anticipated" suggests that the feedback occurs when students are asked to solve learning tasks, before communicating new information and thus teaching new content, traditional didactic succession, respectively teaching-partial assimilation-fixing and the consolidation – the training of the skills and the skills – the application in practice – the verification, the evaluation and the scoring, it is transformed, in the sense that the application passes in the first place. (Bocoș, Mușata, „ Interactive training '', benchmarks for reflection and action, Cluj University Press Publishing House, Cluj-Napoca, 2002, p. 109,119).

The role of the teacher in interactive training

The interactive training states that instead of a teacher, we have to deal more with a tutor, the teacher being an actor in different roles and hypotheses:

pedagogue who does not impose scientific information, ideas, opinions, etc., but builds adapted learning devices, practicing a non-directional, differentiated and individualized pedagogy;

Designer, tutor, manager, moderator, organizer and manager of the contents, activities and training experiences (including through the feed-forward), a person who designs, stimulates, organizes, orientates, regulates and improves the knowledge activity carried out by students;

Learning mediator, a person who (inter) mediates knowledge and provides it with a heuristic framework, which facilitates a connection between the student (on the one hand) and his / her reflection, action and knowledge (on the other hand);

Facilitator of student learning and self-training, he does not pass on knowledge, but lets students learn that they are apprentices;

Help of the students in learning, in awareness of their problem / difficulty, in the construction (by the students themselves) of variants / paths of solution and in their implementation;

Accompanying, accompanying, partner of students in an interactive educational relationship;

Coordinator, counselor of the students in their personal work, in their orientation, in the use of school time, material resources, etc. (it is important especially the position of the teacher of methodological counselor, who helps to organize reflective and metacognitive returns), guiding the activity of the students in a stimulating way;

Guide, animator, activator and catalyst for student training activities, interactions, communication and intellectual and verbal exchanges that take place between them, promoter of partial syntheses of the discussions;

Interlocutor who initiates the learning of the students, opens spaces of dialogues, which maintains the educational communication in its different variants, which makes the knowledge operative and rhythms the learning prorate, which obtains formative and summative feed-back;

Germ transmitter of knowledge, with increasing complexity, as needed, each student "going", learning and training at his or her own pace;

Evaluator, which implements methods and techniques of evaluation and encouragement of students and of the process of constructing new knowledge, including that of self-assessment, co-evaluation, inter-evaluation, etc .;

It is not both a person-source and a person-resource for organizing and carrying out student activities, a person who thinks and proposes to students tasks with a motor element value for the students' activity, meant to represent their full involvement in the didactic activity; also, the teacher is a person who promotes the acquisition of knowledge, the formation of disciplinary and transversal competences, of cognitive and metacognitive strategies and abilities;

Agent, actor and author in the design and development of educational initiatives;

Co-elaboration of the working and evaluation modalities, of the regulations and rules of learning, training and socialization that characterize the educational devices;

Co-manager, together with the student of the learning and training devices and their corresponding responsibilities, co-responsible, together with the student, for his learning and training.

Capitalizing on the theory of multiple-application intelligences in interactive training in classes with simultaneous teaching

Traditionally, intelligence implies that the abilities to learn and to act derive from a uniform cognitive ability. Some researchers have tried to measure intelligence to evaluate students' academic outcomes. Alfred Binet and Theodore Simon in 1905 in Paris developed the first test of the child's intelligence analysis, initially to discover their intellectual shortcomings. Very soon, however, this test was used to measure human intelligence, that is, the index of the level of intelligence development established by reporting mental age to chronological age expressed by a ratio multiplied by 100. The Stanford-Binet test assumes that people they are born with a fixed amount of intelligence whose level does not change throughout life and which consists of logical and verbal abilities.

Multiple Intelligence Theory does not override these tests. The significance of this theory is the extension of the concept to other intelligences in addition to the logical-mathematical and verbal-linguistic ones, which are measured by the traditional test.

Multiple Intelligence Theory emphasizes that each person has several types of intelligence, namely: verbal-linguistic, logical-mathematical, musical-rhythmic, corporal-kinesthetic, visual-spatial, in-person and interpersonal, naturalistic intelligence.

Multiple cognitive abilities can be identified, stimulated and developed. They reflect different ways of interacting with the world.

Probably each of us noticed how different the behaviors of the students are in the classroom. But perhaps we have not always been able to connect our teaching to the needs, interests and intelligence profile of the students.

Multiple Intelligence Theory does not change what we have to teach, it only helps us change the way we work with students, it helps us to understand that students can be smart in different ways and instrumental in helping them to evolve differently.

“It is of utmost importance to recognize and develop all the diversity of human intelligences and all combinations of intelligences. If we recognize this, I think we will have at least a better chance of properly addressing the problems we face in life, "said Howard Gardner, author of Multiple Intelligence Theory in 1993.

The Theory of Multiple Intelligences was first published by Howard Gardner in Frames of Mind: The Theory of Multiple Intelligences in 1983. Its theory is the result of extensive research into the study of the cognitive profiles of gifted children, autistic, idiot scientists, people with difficulties. in learning, of people belonging to different cultures. The conclusion to Gardner is that:

Intelligence is not an innate trait that dominates the other skills that students have.

It does not call into question the existence of a general intelligence, but it does provide evidence that the traditional definition of intelligence does not cover the newly discovered cognitive possibilities.

results of the research suggest that intelligence is located on different areas of the brain that are connected to each other, but they support each other, but they can also function independently if needed. They can be developed under optimal environmental conditions.

Howard Gardner's findings were taken over with great interest by the international education community. This, moreover, was common with another way of approaching intelligence: unique, measurable, an indicator of academic success.

Who is Howard Gardner? Author of 18 books translated into 21 languages and hundreds of articles Howard Gardner is best known in educational circles for Theory of Mutual Intelligence, which is a critique of traditional theories of intelligence according to which intelligence is unique and measurable by standard psychometric instruments.

The pedagogy of Multiple Intelligences implies that teachers can teach and evaluate differently based on the strength and intellectual weakness of individuals. They can structure their learning activities around the multiple perspective of solving a problem by using different types of intelligences.

In this context derived from Gardner's theory, the mission of teachers is to develop teaching strategies that allow students to demonstrate their multiple ways of understanding and enhancing their own uniqueness.

According to H. Gardner, humans possess at least eight intelligences, each correlated with a specific area of the brain. He defines "intelligence" as:

way in which an individual can solve their real life problems.

ability to create a product or provide a service that is valuable in at least one culture.

potential to find or create solutions that facilitate the acquisition of new knowledge.

The eight smart ones are:

1. Verbal-linguistic intelligence or word intelligence;

2. Logical-mathematical intelligence or intelligence of numbers and reason;

3. Visual-spatial intelligence or intelligence of images, drawing and painting;

4. Musical-rhythmic intelligence or intelligence of the tone, rhythm and timbre;

5. Body-kinesthetic intelligence or whole-body intelligence;

6. Interpersonal intelligence or intelligence of social interactions;

7. Intrapersonal intelligence or self-knowledge intelligence;

8. Naturalistic intelligence or intelligence of patterns, regularities and behaviors.

The impact of information and communication technology on the instructional-educational process

The contemporary world represents a permanent and unique challenge for education. The new technologies have produced changes in all areas and it was expected that at some point this progress will influence the teaching-learning process, the students having to learn to manage an impressive number of information, to analyze them, to make decisions and to and develops knowledge to meet current technology challenges. The existence of each individual, as well as of the whole society as a whole, is thus becoming more and more alert, becoming increasingly marked by the need for a quick, complete and correct knowledge of the surrounding reality, so that the decision-making process is firmly made. and competent. The use of ICT means supports the development of critical thinking, creativity and develops a critical and reflective attitude towards information. This leads to an increase in the volume of information to be analyzed, to the need for its storage and processing, so to the need to use the computer both in daily life and in the instructional-educational process.

The interdisciplinary approach is replaced by innovative ideas resulting from everyday life, where the personal imprint will consist of an integrated approach to learning. I consider it necessary and I start from the hypothesis that it is necessary to apply the modern technology in teaching the contents to the classes because the student must use his / her abilities to interact with them and to acquire the educational requirements useful for the society in which we live. Modern technologies applied to the classroom can influence a current education of our century, widening the horizon of the student in the digital age, making possible an innovative education, this mode of learning being both an individual direction for the student and a social one for the school as a whole, accumulating knowledge. , skills, socio-cultural accommodations. These should not be a mere addition to the curriculum, they must be fully integrated into the education process, at all levels of the school system. Teachers need to be trained to cope with change and innovation. The use of these methods in the classroom is part of the natural evolution of learning and suggests an elegant solution to the modern challenges addressed to the learning and needs of the students. The increased complexity of schools and learning environments suggests the need to carry out educational activities in a manner.

Technology has opened up a whole new world, which just a few decades ago simply does not exist. Streets and foreign cultures are no longer hidden inside a picture book or seen only by those who have a plane ticket. Rather, the internet has created a way in which anyone can learn about other cultures through a virtual experience.

Technology plays the role of facilitator in educating a student. It enriches the educational experience by offering options that can influence students in their quest to learn. According to a study published by Educause in 2004, technology has affected student learning through communication, convenience and control. The report presents over 4300 students and describes how they use technology

One of the most important things that technology has done for student learning is increasing accessibility. This means that the borders have also been extended to students with disabilities and rural communities.

Using technology to facilitate student learning has come with many positive benefits. Students can choose what they prefer to learn and maximize study time. Students have immediate access to everything they do not understand or want to know more about a particular topic. Students are no longer just dependent on teachers, parents or other educated people as being their only source of information. Students are responsible for their own learning and technology has equalized the playing field in many ways.

As we navigate through the 21st century, classroom technology is becoming more prevalent. Tablets replace our textbooks and we can research whatever we want on our smartphones. Social media has become commonplace, and the way we use technology has completely transformed the way we live.

Also, teachers also saw the benefits of technology in the classroom for the first time. According to a study by CompTIa CompTIA IT Association, about 75% of teachers believe that technology has a positive impact on the education process. Also, teachers recognize the importance of developing these technological skills in students, so that they are ready to enter the workforce once they finish their school.

The impact that technology has had on schools today has been quite significant. This widespread adoption of technology has completely changed the way teachers teach and students learn. Teachers learn how to use emergency technology (tablets, iPads, digital cameras, computers, etc.), while students use advanced technologies to develop how they learn. By integrating technology into the classroom, we prepare students for a successful life outside of school.

According to the study mentioned above, students prefer technology because they think it makes learning more interesting and fun. In particular, they like laptops and tablets. Topics that students find challenging or boring can become more interesting with virtual lessons, through a video or when using a tablet.

The CompTIA study showed that 9 out of 10 students indicated that using technology in the classroom would help prepare them for the digital future. These 21st century skills are essential for success in this era. Jobs that have not had a digital component in the past may have one now. Education is not just about memorizing facts and vocabulary words, but about solving complex problems and collaborating with others in the workforce.

The perceptions of the students in the study believe that technology helps them to keep information better. According to a different study, 18 students in the 1st class were forced to complete a Power Point project about an animal. Sixteen of the 18 students mentioned several facts about the animal after they finished the presentation. These results show that technology helps students remember what they are learning.

Today's technology allows students to learn at their own pace. For example, almost all applications allow individual instructions. Students can learn according to their abilities and needs. This form of teaching is also wonderful for the teacher, as it gives her time to work individually with students who are experiencing difficulties.

Technology occupies an important place in students' lives. When they are not in school, everything they do is connected in a way with technology. By integrating technology into the classroom, teachers change the way they learn and give students the tools they will use in their daily lives.

Technology changes over time and as teachers, we must keep up with the times in order to prepare the best for our students, for this ever-changing world we live in. While we have seen how classroom integration technology has its benefits, it is important to note that traditional learning processes are equally essential.

Information and communication technology (ICT) is the name for a set of technological tools and resources used to communicate and create, disseminate, store and manage information for the educational process. The expansion of computer technology and the development of computer networks and of information and communication technology in general has taken educators by surprise and even in developed countries the schools are not fully prepared for new technologies.

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A work from 2006, belonging to Henri Jenkins, launched an interesting paradigm, but which, although known in the communication sciences, failed to impose itself in the mainstream culture or in the social sciences; it is a paradigm of the culture of convergence. The American author starts from the realization that today we are living in a stage where we have reached a media culture based on interactivity, in a territory of transmedia, where the media contents erase their borders between them, consumers are no longer captive, but participate in improving content , moving from one media to another or receiving multiple messages simultaneously, but which are transmitted simultaneously on different congruent channels. By convergence, the author understands the media content flows that pass through several media platforms, the cooperation between many media industries and the migratory behavior of the public. The environments coexist, they do not dissolve into each other, rather they resonate. For example, through the smartphone you watch television, listen to radio, watch movies, broadcast content produced by consumers, you can interact with live broadcasts. But convergence is not only technically determined, it is more than that, it must be viewed from the cultural perspective of the birth of participatory communities. By distributing media content, commenting or evaluating with like, you can see how consumers and broadcasters can change their places.

In these new media, individuals who adapt naturally move and become, inadvertently, creators and participants in communities that create special identities, sometimes original. If we look at today's increasingly serious sociological studies conducted on Internet users, we can see that the five logics Jenkins intuited more than a decade ago are confirmed: entertainment logic, social connection logic, expert logic, immersion logic and identification logic. All of these lead, in Jenkins' vision, to the emergence of a new domain – Transmedia Storytelling – to the intersection of three important social phenomena: media convergence, culture of participation and the emergence of a surprising collective intelligence.

Today, if we do not look with enough lucidity, we are in a situation of not understanding this collective intelligence and individually evaluating our young research subjects, hyper-connected to screens, we may not see the outlines of these new forms of intelligence, born socially , a way of not seeing the forest because of the trees. Because the convergence is not achieved at the level of the upsetting technologies, but at the level of the brains of the individual consumers in the social interactions with the others, constructing chains of virals that give meaning to daily lives. This way of creating the collective meaning may, in the future, be able to influence major phenomena such as education, the economy.

At the same et time, computer, construction et 're contexts to apply ț ii of the concepts studied, verifies the solution tert DISCLOSURES problems or identify circumstances tert DISCLOSURES carried optimum AS greeting a new experiment.

Thinking is the ability to reflect, reason and draw conclusions based on our experiences, knowledge and perspectives. It is what makes us human and has allowed us to communicate, create, build, advance and become civilized. Thinking encompasses so many aspects of our children and what they do, to observe, to learn, to remember, to question and to judge to innovate, to argue, to decide and to act. .

There is no doubt that all new technologies, driven by the Internet, shape the way we think in obvious and subtle, deliberate and unintended ways, advantageous and harmful. The uncertain reality is that, with this new technological frontier in early childhood and emerging developments, we have neither the benefit of historical retrospectiveness, nor the time to reflect or examine the value and cost of these advances in terms of influencing our children's ability to to think.

However, there is a growing body of research that shows that technology can be both beneficial and harmful to the way children think. In addition, this influence does not only affect children. As their brains develop and are malleable, the frequent exposure of so-called digital natives to technology is actually connecting the brain in very different ways than in previous generations. As with the advances in history, the technology available determines how our brain develops. For example, as noted by technology writer Nicholas Carr, the advent of reading has encouraged our brain to be focused and imaginative. Instead, using the Internet strengthens our ability to scan information quickly and efficiently.

The effects of technology on children are complicated because it has both benefits and costs. Whether the technology helps or harms the development of children's thinking, it depends on which specific technology is used and how and how often

The latest research has shown that technology has the greatest influence on how children think: attention, information overload, decision making, and memory / learning.

We can think of attention as the gate of thought. Without it, other aspects of thinking, namely, perception, memory, language, learning, creativity, reasoning, problem solving and decision making are greatly diminished or may not appear at all. The ability of children to learn to focus effectively and consistently lays the foundation for almost every aspect of their growth and is fundamental to their development into successful people.

Particular attention was paid to the malleable quality and directly influenced by the environment in which it is used. This selective attention can be found in the animal kingdom where different species develop attentional skills that help them to function and survive. For example, wolves, lions, tigers and other predators have a special visual attention, which allows them to see and track prey. In contrast to their prey, deer and antelope, have a well-developed auditory attention, which allows them to hear close predators. In both cases, the animals' abilities have developed according to the environment in which they live.

The same is true for human development. Over the generations, for example, children have spent a considerable amount of their time reading, an activity that offered little distraction and required intense and sustained attention to the imagination and memory. The appearance of television has changed this focus by giving children visual stimuli, fragmented attention and little need to use their imagination. Then the Internet was invented and the children were pushed into a very different environment where imagination is not needed and memory is inhibited. Technology conditions the brain to pay particular attention to information than reading. The metaphor used by Nicholas Carr is the difference between diving and jet skiing. Reading books is like a dive in which the diver is immersed in a quiet, visually restricted, slow-paced, slightly distracting environment, and therefore it is necessary to focus deeply and to think deeply about the limited information that is available to them. available. In contrast, the use of the internet is like jet skiing, where the water jet skier moves along the surface of the water at high speeds, exposed to a wide vision, surrounded by many distractions of attention, and able to gradually focus on anything. In fact, studies have shown that reading uninterrupted text results in faster completion and better understanding, recall, and learning than those reading the text filled with hyperlinks and ads. Those who read a text version of a presentation, compared to the one that contained the video, found the presentation more interesting, informative and entertaining, a finding contrary to conventional wisdom. Finally, reading develops reflection, critical thinking, problem solving, and vocabulary better than visual media.

Exposure to technology does not necessarily have a negative impact. Research shows that, for example, video games and other screen environments improve visual-spatial capabilities, increase attention span, response times and the ability to identify details. For example, the ubiquitous use of Internet search engines causes children to become less able to remember things and be better able to remember where to find things. Given the ease with which information can be found these days, it is only because knowing where to look becomes more important to children than knowing the fact. Not having to keep information in our brain can allow it to engage in greater "higher order processing", such as contemplation, critical thinking and problem solving.

Through the computer, students are offered modeling, justifications and illustrations of abstract concepts, illustrations of processes and phenomena unobservable or difficult to observe for different reasons. At the same time, the computer "builds" contexts for the applications of the concepts, providing those who study the language with the help of to which they can describe their own activity. The use of the computer is required in the training sequences that the teacher cannot organize and achieve with satisfactory results in ordinary, traditional didactic activities.

Students much more easily retain new information because it associates them with images. He only needs to be careful, and the brain stores information from the first or second visualization.

Both the student and the teacher develop complementary skills such as the use of the computer and new information technologies, to present, develop projects for lessons and collaborate with colleagues. The more practical the hours, the more images and sound I use, the more the student is put to do a practical thing, the more his attention is increased to what the teacher teaches.

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The new educational technologies are a direct consequence of both the evolution of the psycho-pedagogical methods in education and of the new IT&C technologies (Web technologies, multimedia, communication technologies).

The educational resources have diversified over time: from the printed course support, to the TV learning programs (live streaming or video recording), to interactive multimedia information in real time via the Internet. The didactic method imposed by the information society is computer-assisted training that capitalizes on the principles of programmed training in the context of new information and communication technologies.

The use of technologies on a large scale implies a degree of civilization, and within the instructional-educational process leads to the formation of an active and responsible attitude. The benefits of using new technologies in education are many. They can be enumerated: the reduction of the time consumption, the possibility of adapting the personal education programs, the possibility of quick accommodation with the changes and the new knowledge in different fields, the extensive possibilities of interdisciplinary education and last but not least the essential reduction of the costs of continuous education.

In the face of an avalanche of knowledge and an ever-increasing dispersion of qualifications and fields of activity, increasingly specialized, but even more interconnected, every individual must be prepared for a lifestyle based on lifelong learning. The current educational systems – formal education, workplace learning or other form of continuous education – are differentiated from the traditional ones by a series of principles, of which the most important are:

• gives priority to education over instruction;

• the main objective becomes the development of personality and abilities;

• is focused on the activity of the instructor;

• moves the emphasis from teaching to learning;

• the educated person becomes the object and subject of the educational process;

• adopts active, participatory methods;

• encourages new education in accordance with the evolution of society (such as ecological, health education, new technology and progress, or education for democracy and human rights, entrepreneurial education, etc.).

• attaches importance to the process (and not to the product);

• promotes independent work, inventiveness, creativity;

• stimulates the effort of self-control, self-evaluation and self-regulation;

• harmoniously combines individual and social learning;

• reserve to the teacher the role of manager-mentor of the instructor;

• restructuring the content into modules that allow the selection of relevant knowledge, from several disciplines, related to a particular subject;

• stimulates cooperation and dialogue, integrating collaborative environments;

• develops students' autonomy and flexibility.

Opportunities and possibilities of using new technologies in education

Increasing the capacity of data processing and storage, the significant reduction of the size of the equipment as well as the appearance of user-friendly interfaces of interaction increase the degree of use of computers in all fields of activity. The new information and communication technologies are suitable for countless types of uses in training, for the direct or indirect benefit of the students.

The contribution of the new technologies in the didactic activity is materialized by:

• resources for teaching-learning activities;

• support applications for didactic activity;

• Web-based training systems.

The most used IT resources for teaching-learning activities are educational software products (didactics) , applications that contain a didactic strategy and that are addressed directly to those who learn by helping them acquire information or acquire skills through demonstrations, examples, explanations, simulations.

Another type of resource for the didactic activity is the electronic books ( eBook ) for which significant progress is announced considering the reduced production costs compared to the printed books, but especially the reduction of paper consumption and consequently the protection of the environment. Along with educational software products and e-books, in the instructional-educational process an important informational contribution is provided by educational multimedia applications such as encyclopedias, multimedia dictionaries or various types of athletes.

The interconnection of computers had major consequences in the field of education, the possibility of communication and sharing of resources, which, by increasing the need for lifelong learning, led to the development of web-based training systems , also referred to as eLearning platforms.

The evolution of these platforms is the consequence of the continuous increase of the capacities and the flexibility of the new information technologies with applicability in the educational situations, doubled by a continuous decrease in the cost of the equipments. The unprecedented dynamics in the field of information and communication technology has the effect of including in modern didactics more and more learning techniques and means in full accordance with the psycho-sociopedagogical profile of the student in the contemporary society. The optimal way of presenting the contents, encouraging an active approach and collaborative learning offer a quality addition, increasing the flexibility of the educational systems according to each stage of the learning cycle and with the particularities of each student.

The use of new technologies in education requires from the teachers a set of knowledge, skills and attitudes that allow them to use and capitalize on the new technologies in the didactic activity. In other words, it is necessary to form a certain computer culture, understood not only as specialized knowledge and skills, but also as a new orientation and reporting to reality. Teachers must have the ability to identify both pedagogical situations and appropriate IT solutions, with beneficial effects for education and training.

The conversion of new technologies into training and education strategies has already been imposed as a reality that characterizes educational systems, having a great impact on increasing the efficiency of educational activities through:

• operative use of logical, selective and analytical thinking;

• development of visual perception;

• structuring the matter;

• increasing confidence in one's own strengths.

. Possibilities of rendering information in computer-assisted training

The continuous improvement of the information and communication technologies, the increase of the degree of use and the continuous adaptation to the requirements imposed by the development of the company make of these technologies an optimal environment for the transmission of the information, a necessary but not sufficient condition for the success in the educational process. The effectiveness of the training also depends on the way selected for the communication of the content, and the choice must be influenced by the content and not by the technology, each environment presenting advantages and disadvantages.

The possibilities of rendering information in computer-assisted training are more numerous, compared to traditional training; The main features of some of them are summarized below.

The text is a basic element of the training, but its excessive use should be avoided for the transmission of information, as it can become too slow and monotonous, requiring quite a lot of attention and concentration of the learner. Moreover, each time, the following issues must be considered:

1. The ability of students to read is facilitated by:

• use of familiar words, clear sentences without unnecessary details;

• dividing the content into small paragraphs, easy to assimilate and with a high degree of attractiveness;

• use of a conversational tone that brings the content to the students' personal level of understanding.

2. Writing mode is another important factor when editing a text, which is why:

• choosing easy-to-read fonts;

• keeping the same type of letter for the whole text so as not to confuse or slow down the reading process;

• the use of paragraph titles for outlining ideas;

• use of free spaces around the paragraphs thus avoiding the feeling of crowding.

3. Use of additional explanations for a better understanding of what is to be transmitted. Since these explanations are not required for all trainees, they can be displayed only on request, with a mouse click.

Graphic representations have been used since the beginning of human existence to convey certain messages, eloquent in this sense being the rock drawings. In the current stage you can use thumbnail images ( clipart ), digital photos, charts and even 3D images to illustrate data and trends, to describe concepts, to match descriptions or just for decoration. Replacing explanations with an eloquent graphical representation can better structure information and have a greater impact for the user. The main advantage of using graphic representations is the ease with which an image is retained which can express quite a lot in a confined space, the visual memory being considered superior to the lexical one by many psychologists.

The animation can be used to draw attention, to add color and to relax the presentation or to demonstrate and exemplify the development of various processes that are difficult to reproduce through text alone. In the latter situation, each animation must be interrupted and resumed at any time.

For the sake of depth, the animations can be correlated with a vocal and / or textual commentary. To remove the monotony, through the visual impact it generates, animation effects can be added both to the content elements (by appearance or delayed disappearance) as well as to properties such as height, position, color etc.

Live images ( live cameras ) can be used in learning both for observing various aspects of the real world and to eliminate feelings of isolation that you may feel a pupil remote enrolled in a learning process based on Web.

For students it may be more comfortable to watch a video or to listen to something, in which case they do not make too much effort to understand the content compared to the one when reading a text. In order to avoid the situation where the instructions concern the video recording or listen to the audio recording without focusing on the message, the following aspects must be considered:

• the records should be short;

• the student has control of the progress (forward, backward, pause);

• to incorporate breaks that allow reflection on the presented sequence;

• the inclusion of certain questions, in these breaks, that will focus the students' attention on the important details of the presentation.

The presentations represent the digital alternative of the slides used in the traditional training as a way of organizing the information and its visual presentation. The computer facilitates the use of this teaching technique, the most popular presentation software being Microsoft PowerPoint which allows the export of a presentation in HTML format, or a single slide as an image file (GIF, JPEG), but also the use of audio files in the presentation. In a presentation both transition effects between slides can be established, but also animation effects associated with the different components present in the slides. An advanced alternative to Microsoft PowerPoint is Macromedia Flash, which, although considerably more difficult to use, offers more work tools through Action Scripts.

The human being is capable of seven different ways of processing information

1. Based on words

People who like to play with words, tell, read and write, people who easily remember names, places, dates, etc. after reading a text.

2. Asking questions

People who like to outline their ideas by asking questions, exploring and experimenting learn best when they have the opportunity to classify, order, work with abstractions and relationships between them.

3. Looking at pictures

People who like to draw, look at pictures, slides, movies, being able to imagine, notice changes, make puzzles, read charts and maps, best assimilate information through visualization, through the use of "the eyes of the mind" in handling images and colors.

4. Listening

These people excel in remembering their songs, in noticing the rhythm of life and have a good notion of time. For these people, the narrator's intonation and diction are very important.

5. Watching movies

People who have good visual and auditory memory at the same time.

6. Discussing with others

People who cooperate to carry out their tasks, these people have the ability to understand and to make themselves understood.

7. Through individual study

Persistent people who usually learn by themselves, without asking questions or discussing with others.

Educational software applications

An educational software application or educational software product is a program designed in relation to a series of pedagogical coordinates (behavioral objectives, specific content, characteristics of the target population) and technical (ensuring individualized interaction, sequential feedback and formative evaluation).

The use of educational software in the education system is a necessity dictated by the demands of today's society, a society dominated by the power of intelligence that closes the doors of traditionalism and opens the windows of knowledge. In this context, it is important for the school to teach young people how to learn, promoting autonomy in work, flexibility of thought, ability to cooperate and dialogue, anticipating change, adaptability, stimulating self-instruction, maintaining a balance between individualism and socialization.

Educational software products can be classified according to the specific pedagogical function that they perform in a training process:

1. Software Products practice ( Drill-and-Practice ) can be used as a supplement to classroom lessons, facilitating the acquisition of data, procedures, techniques or formation of specific skills, providing work at your own pace advantage and validation immediate response given .

2. Interactive software for teaching / learning new knowledge creates a dialogue between the student and the respective program (environment), the interaction can be controlled by the computer (tutorial dialogue) or instructed (investigation dialogue). The generic term of tutor refers to the product in which the student's "path" is completely controlled by the computer, leading to the acquisition of new knowledge or the formation of skills according to a strategy established by the product designer. If a teacher forces the student to follow a certain path in learning, a research software product uses another strategy: the student is not presented with already structured information (the path), but an environment from which he can extract all his the information (both declarative and procedural) necessary to solve the proposed task or for another purpose, based on a set of rules. In this way, the path taken depends to a large extent on the learner (both on his level of knowledge and on the characteristics of the learning style). This determines an individualization of the course according to the level of preparation of each student through an adaptive interaction that ensures the achievement of the set operational objectives. In recent years, learning environments with an extremely complex interaction based on the use of artificial intelligence have been designed and experimented with; the approach is known as "computer-assisted intelligent training".

3. The simulation software products allow the controlled representation of a real phenomenon or system, by means of a model with analogous behavior, offering the possibility to modify some parameters and to observe the behavior of the system.

4. Knowledge testing software is perhaps the most varied range, as their specificity depends on several factors – the time of testing, the purpose of the test, the typology of the interaction (immediate feedback or not) – these applications sometimes appear to be independent, sometimes they are an integral part of the software. a complex training environment.

5. Teaching games involve the user in a problem-solving process, by intelligently applying a set of rules.

The didactic game is a method of education that "invigorates the didactic action through the playful motivations that are subordinated to the purpose of the activity of teaching – learning – evaluation in a pronounced formative perspective". The playful resources of the game can be used pedagogically beyond the sphere of pre-school and primary education, both in traditional training and educational software products.

The game engages the student's capacity for action, his spirit of competition and the possibilities of heuristic exploration of reality are amplified. Harmonizing the innovations in education with those in technology, the development of an educational software product must firstly seek to ensure the quality of the educational process, to satisfy the teaching principles and to remove the rigidity of the classical education systems, the technology being used as a means and not as a purpose.

The role of the teacher in the educational instructional process

The teacher who has a direct impact on how the students get involved in the educational act.He must form a team with the students, become a facilitator, guide them, without being limited to the transmission of information and the quantitative evaluation of the students. the student starts from the idea that the student should not reproduce, but be responsible for his own development, both socially and professionally.

\ The role of the teacher involves analyzing each learning situation, organizing the educational act and adapting it to the specific of the student, personal and collective evaluation of the whole process. The student becomes responsible for what he or she learns, which implies a greater effort on the part of the student because he or she begins to think, to ask questions, to seek answers. He is his own administrator of learning, self-assessment having an important role in personal development. Thus, the student becoming an adult can better cope with the challenges of a constantly changing society. Knowing his strengths, he will be able to adapt faster and use the emerging information technologies and thus support his professional development.

The teachers must make the students to get involved in new life situations by applying the theoretical notions, to choose their learning mode, to evaluate their work, to cooperate, to use in a useful way the information and communication technology.

The project (project-based learning-IPB) is a way of organizing learning that allows the pursuit of interdisciplinary and transdisciplinary learning activities, centered on students, anchored in practical problems of daily life. A possible definition is the following: based learning on the project is a teaching method that involves the students in learning the contents and developing the skills through an extended process, structured around authentic or complex questions or problems, which will result in one or more products.

Project-based learning is a comprehensive approach that engages students in a cooperative inquiry (Bransford & Stein, 1993).

It is a type of learning in which there is no formal teaching, with great attention being paid to students' autonomy and self-coordination (D.Jacques, G.Gibbs, 1993)

An advantage of project-based learning is that students can be motivated to engage responsibly in their own learning and provide the opportunity for students to pursue their own interests and seek answers to their own questions, decide for themselves how to look for answers and how to solve problems.

Project-based learning ensures the possibility of interdisciplinary and transdisciplinary content approach. Students apply and integrate the contents of a particular discipline at different times of the project. The realization of the project gives meaning and meaning to the knowledge, due to the high degree of immediate applicability. The skills they develop are working skills needed in the real world, skills required by employers at the jobs that students will occupy, such as the ability to work. work in the team, make well-founded decisions, take the initiative and solve complex problems.

This method ensures the teacher the opportunity to develop valuable relationships with the students. Teachers can play the role of coach, facilitator.

The characteristics of project-based learning are:

Recognizes the natural inclination of children to learn, their ability to do important things, to solve complex tasks and their need to be treated seriously and confidently and placed at the center of the learning process;

Formulate complex problems, real questions that will guide the students' explorations throughout the project;

Involves students in exploring the core concepts and principles of a discipline;

Project based learning will result in one or more products that will explain the dilemma or present information generated during the investigation process.

Project-based learning requires essential tools and skills, the use of technology for learning;

Project-based learning allows for evaluation of both the process and the products, self-assessment and evaluation by colleagues.

In the conditions in which the society of the 21st century requires responsible people, with abilities of planning, critical thinking, creativity, communication and presentation, the understanding of the different cultures, the ability to make decisions and knowledge and abilities to use the technology, as well as those tools that serve the best purpose, project-based learning has the advantage that it can transform the school into a living laboratory.

Organization of project-based learning

Project planning is made up of the didactic framework that has to think about the contents, the essential principles that will be addressed in the project. In order to ensure the success of the project, the teacher must involve the students in this stage so that the students can feel that the project belongs to them and can take responsibility for its success. The teacher should choose activities and content from as many disciplines as possible, to help find the answers and to ensure that the objectives of the curriculum are achieved.

For a good organization, it is necessary to establish a working agenda and deadlines for the different stages of the project. The central question should be reminded at all times of the students. It will function as a catalyst for all activities. The teacher should facilitate the investigation process and model the desired attitude towards learning. Students must be taught to collaborate, to choose their primary role in the group and to assume responsibility for the entire activity of the group.

There are many types of projects that are implemented in schools. Effective projects strike a balance between the student's level of self-control and the teacher-planned organization to guide and concentrate the activities of the students. These features help to define learning units based on efficient projects.

Learning units based on well-designed projects involve students in authentic, open-ended work tasks. The mandatory tasks of the project give students the opportunity to make decisions and to use their own topics of interest and the things they like to obtain products and achieve performances. Students learn through investigations and have a certain level of control over decisions related to how to carry out project tasks.

Good projects develop around central curricular concepts that respond to national or local objectives. The project has clear operational goals that are in line with performance standards (benchmarks and specific competencies) and focuses on what students need to know as a result of learning activities. The teacher defines in the assessment plan the appropriate ways by which the students demonstrate what they have learned and organize the learning activities and the training process. The project activities result in the students' products and performances related to their tasks, as well as the convincing presentations that demonstrate that they have understood the operational objectives and the performance standards.

The questions help to keep the project focused on the important learning activities. The introduction of a unit of learning based on a project is realized through questions that express important and sustainable ideas, with a transdisciplinary character. Students are challenged to further investigate the topic with content questions that focus on operational goals and performance standards. Essential questions are general in nature and are open-ended questions that address important ideas and sustainable concepts that people strive to understand. The unit's questions are directly related to the project and support investigations into the essential question. These help to demonstrate the students' understanding of the basic concepts of the project. Content questions are more of a factual nature and are in line with operational objectives and performance standards.

The students have models and guidelines available for carrying out the activities and know what is expected of them from the beginning of the project. Opportunities for reflection, feedback and adaptation to conditions are incorporated into the project.

The projects result in the students demonstrating what they have learned through presentations, edits, demonstrations or collections of images proposals or even simulations. These final products give students the opportunity to express themselves and to try to feel ownership over their own learning.

Students have access to different types of technology, which are used to support the development of cognitive capabilities, content knowledge and the creation of end products. With the help of technology, students have greater control over the final products, as well as the ability to customize these products. Students can go beyond classroom boundaries by collaborating with other students via email or their own websites or by presenting their learning outcomes with multimedia tools.

Training strategies create a richer learning environment and promote higher-order thinking skills. A series of instructional strategies are used to ensure access to all curricular materials for all students and to give each student the opportunity to succeed and training may include the use of different strategies for organizing groups for cooperation, graphic organizers.

For students, the benefits of project-based learning mean:

Increased attendance, increased self-confidence and improved attitude to learning (Thomas, 2000)

Possibilities for developing complex skills, such as higher level cognitive abilities , problem solving, collaboration and communication (SRI, 2000)

Benefits of a school nature as great or greater than those generated by other models, the students involved in projects taking on a greater responsibility for their own learning process than for the activities based on traditional models (Boaler, 1997; SRI 2000 )

Access to a wider range of learning opportunities in the classroom, offering a strategy of involving students from diverse cultural backgrounds (Railsback, 2002)

This style of learning is very attractive because it derives from the authenticity of the experiences. Students assume the role and behavior of those working in a particular field. Whether they are making a documentary film about environmental issues, developing a tourist brochure, students are involved in real activities, which have meaning beyond the classroom or school.

For teachers, among the additional benefits are the development of professionalism and collaboration with colleagues, as well as the possibilities of building relationships with students (Thomas, 2000). In addition, many teachers appreciate the availability of a model that addresses different categories of students by the existence of a wide range of learning opportunities. Teachers find that students who benefit most from project learning tend to be those where traditional instructional methods are ineffective (SRI, 2000).

For students accustomed to traditional school experiences, this implies a transformation from observing orders to conduct activities to orienting their own learning activities; from memorization and repetition to discovery, integration and presentation; from listening and reacting to communication and taking responsibility; from knowledge to facts, terms and content that serve to understand processes; from theory to application of theory; from teacher dependence to decision-making power (Intel, 2003).

Teachers who want to use the project method in the classroom may need to adopt new training strategies to achieve results. Most teachers were not taught to assume the role of guide or facilitator and to teach in this way.

Direct training methods that are based on traditional textbooks, exposures and assessments do not work well in an open, interdisciplinary training process, characteristic of project-based learning. The teachers rather “train” and “model” and speak less. They must be prepared to accept the “deviations from the direction” that may occur during the course of a project (Intel, 2003).

Integration of new technologies in the curriculum and their impact on the teaching approach

The digital age, also known as the "computerized society", "the knowledge society", "the information age", is governed by information, which, in Webster's view, "is of vital importance in today's society not only because there is more information than ever. , but also because information plays a strategic role in every action we take ”(Webster, 2002, p 263). The processes of production, consumption and processing of information are subject to continuous change and have major implications on socialization processes and, inevitably, on education. On the one hand, from a societal point of view, socialization refers to the transmission of the social culture to the individual in continuous training – this is evident if an analysis is made of the curriculum, the school textbooks, the means and resources used in the teaching process. -learning. On the other hand, from the point of view of the individual, socialization refers to his becoming, to the individual development in the social environment. Socialization defines how the individual interacts with society and, from this perspective, the emergence of the computerized society represents a natural stage of the evolution of the society, even though it hides strong economic interests and promotes, implicitly, a technocracy and a "cyber order" (Robins & Webster, 1989, p. 8). Robins and Webster's approach is based on the "postmodern condition" defined by Jean-Francois Lyotard, in which knowledge is subordinated to performance. Thus, institutions providing education are required to "produce skills, they are no longer required to cultivate ideals" (Lyotard, 1979, p. 79). Robins and Webster are convinced that the concept of "digital literacy " is meant to hide the real problems of contemporary society, defined as " work literacy ", which changes the balance of power and the relationship between knowledge and work. power. As a result, there are a number of questions to be answered in order to define education in contemporary society: "What is taught in school?", "Why is it taught what is taught?", "In the interest of what is taught what is being taught? " and, in particular, "What is not taught? And why?" (Robins & Webster, 1989, p. 276).

To understand the relationship between education and socialization in the digital age it is necessary to accept the idea that in contemporary society the interaction between individuals mediated by new technologies and the Internet has led to the development of informal, democratic, often international, "learning communities", in which students and students help each other with homework and discuss almost anything online, including education system and teacher behavior issues. Also, the changed nature of the text has implications on the redefinition of the relationship between formal, informal and non-formal education in contemporary society. Traditional textbooks have come to represent only a small part of databases that store information and access to which is virtually unlimited in time and space thanks to the Internet. The information is available to all: teachers, students and students, adults and children, who can explore, reflect, add, remove or (re) invent the object of knowledge. Education is no longer just in the classroom, teachers are no longer the indisputable authorities in the teaching process.

Techno-pessimists argue that "the teacher is no more competent than the networks of databases that transmit knowledge, he is no more competent than the interdisciplinary teams that create new games and moves" (Lyotard, 1979, p. 88). The whole dynamic of the teaching-learning process changes, the agents involved in this process assume new roles, which leads to the need for new approaches, especially from teachers. The importance of the school as an institution decreases, and the individual is a free entity directly confronted with the values, offers and demands of the market in general and the labor market in particular.

Techno-optimists, on the other hand, support the idea that the exploitation of new technologies in education facilitates the transition to a new paradigm, of interactive learning, since the new technologies allow active learning ("learning by doing") and creative play with information. The implications of this process are the transition from the classical pedagogy to the creation of partnerships in learning and between different cultures, the change of the perception of the learning process from learning as torture to learning as a game, and the role of the teacher is no longer that of knowledge transmitter, but as a facilitator of learning. (Tapscott, 1998). In Warschauer's acceptance, the teacher has a degree of autonomy, and the influence of the new technologies is not direct and total, since the teacher can mediate it, by transforming his own teaching style, by adapting the teaching strategies and exploiting the new technologies as resources (Warschauer, 1999). By implication, the transformations of the didactic approach of the teachers will lead to the change of the functioning of the traditional institutions, which will have to adapt to the new type of educable, the student and the student who is part of the digital generation. The new technologies can facilitate the progress of the students, the formation of competences, but the responsibility for their effective integration belongs to the teachers and the decision makers in the education system.

New technologies must be seen as means that can transform the training process. If these serve the purposes of learning, motivating the educable, then the project activities, the interdisciplinary approaches will be able to be implemented in the study of all the disciplines, facilitating the active learning, the critical thinking, the diversification and the objectivity of the evaluation methods and the formation of learning communities of the teachers and the students / students. worldwide. Efficient integration of new technologies does not mean learning about new technologies, but learning with new technologies, because new technologies are a means, not a purpose. Teachers are the ones who have to decide how to use them to achieve the curricular objectives and to be actively involved in the design and implementation of new technologies, they must cooperate with other teachers and students, so that the new technologies can contribute to both the development of the educable and the and teachers. Naturally, this transition to an active teacher-educative partnership based on the integration of new technologies will cause changes in the management of educational institutions, meaning that time must be allocated to cooperate effectively, the resources needed to be able to explore and innovate with the help of new technologies must be identified. The decision makers at national level, the managers of educational institutions must create the conditions for promoting lifelong learning, both for teachers and for educators.

Computer-mediated teaching-learning activities are multiple and offer the possibility of cross-curricular approaches, either by using a certain technology or by combining them. For example, the specialized literature mentions conceptual learning as a method of approaching ideas, theories, principles and assemblies of knowledge; solving problems as a way of developing the capacity for deduction, decision-making and designing assessment methods and techniques; analyzing documents and objects creates opportunities for contextualization and interpretation based on written texts, images and objects; collection and synthesis of data allows the development of research skills and methodologies, how to evaluate and reporting, quantification of research results; case studies facilitate the development of different systems by observing and analyzing simulated situations or processes; virtual themed laboratories and trips allow testing and evaluation of information through experiments and on-site examinations ; the presentations made by the teacher using the new technologies create the framework for demonstrations, information synthesis, visualization of phenomena, highlighting the major aspects considered in an interactive way; presentations made by educators offer measurable indications of their performances; cooperative learning involves the sharing of knowledge and skills of the members of the working group, the collective decision-making capacity and the responsibility of the team, as well as the formation of multivalent learning communities; investigation learning develops the practical-applicative character of the didactic approach, and the student / student is motivated and responsible in the process of training the competences concerned.

In order to efficiently integrate the new media, an approach to the organizational problems that derive from it is needed. First, the integration of technologies aims at the curriculum as a whole, at the level of each school. Educators must have a minimum knowledge of computer operation, priorities must be established in the use of existing equipment, measures to ensure information security, development and use of internal networks must be identified. At the same time, teaching strategies must be rethought, because with the increased access of educators to information, their learning autonomy also increases, so the power relation between them and the teacher changes. Often, the knowledge of the student operating the computer and the Interner exceeds that of the teacher, which should be exploited at the classroom level through teamwork: the teacher creates the conditions in which the experienced students advise the less experienced in the activity group. Another problem regarding the management of the class in which the new technologies are used relates to the number and location of the computers: the new technologies must naturally integrate into the didactic process, access to the computer must exist for as many students as possible and be as efficient as possible to achieve the learning objectives. Regardless of the number of computers available, new technologies can be integrated, even where there is no computer in the classroom: technologies such as cameras or video, audio recording devices can be used, and classroom activity can be combined with home , where there is a computer. The teacher must ensure that students use the new technologies for cooperation in learning, he must know when, how and why he uses these resources and how he can handle the situation where, for technical reasons, he no longer has access to them, without disturbing learning activity. In addition to providing an alternative by the teacher, constant collaboration with the system engineer is needed to anticipate and solve problems, to plan activities in laboratories. With the advent of smart boards and iPODs, the integration of new technologies is greatly facilitated by increasing teacher and student / student autonomy in accessing, processing and storing information. Another responsibility of the teacher and the decision-makers in the system is the professional development, which allows the integration of new technologies, through continuous training courses, computer and equipment purchases, collaboration with other teachers of the same or different specialties, at the level area or from different curricular areas, sharing of existing resources, creating new teaching aids to improve the quality of the education process. Whether the end product of the activity is a business plan, a presentation to a public authority, a presentation film, an advertising spot, a graphic representation of a function or an animated view of a phenomenon, a web page or a simple Powerpoint presentation , new technologies develop authentic learning . In the acceptance of Frank Levy and Richard Murnane, the ability to identify and solve problems for which current practice does not provide solutions, through (re) knowledge and meta-knowledge and complex communication skills (persuasion, explanation, negotiation, confidence-building, ability to in addition to the job-specific competencies, ethical principles and moral integrity and the ability to work with others will differentiate between those with career development opportunities and those with minimal chances of advancement (Levy & Murnane, 2005 ). Today's employers are interested in employees able to work as a team, think critically, organize information, demonstrate a spirit of innovation and creativity (Hart, 2006).

Although it is impossible to imagine a globalized computerized society due to social inequalities, socio-cultural factors such as: religion, ethnicity, belonging to a certain social class or gender dimension and, consequently, there is no single model of education in the era. digital, there is a great diversity of educational models that can be analyzed to improve the teaching approach in a society in which the importance and the authority of the school and the family decreases in favor of increasing the importance of the group with which the educators identify. In the continuous information flow and in the ever-changing paradigms that characterize the contemporary society, teachers must redefine their goals, methods and competences in order to adapt to the new learning environments in which the predetermined boundaries between traditional roles of teachers, educators and resources disappear. In this new context, the traditional roles no longer correspond to the realities because the students / students themselves consider the knowledge transmitted by the teacher insufficient, irrelevant or without practical applicability; the traditional school no longer motivates the educable; ignoring new technologies would mean ignoring a huge potential for new, for discovery learning, for interactivity and research; even the aims of education would be artificially defined and would not allow the integration of the educable into society and their access to higher education or the labor market. Ignoring new technologies would mean ignoring society and preparing educators for failure, not for success, because as long as education is an integral part of society, the teaching approach must keep pace with changes in society.

National policies must define national priorities in education, but they must also be aligned with the tendency towards globalization facilitated by new technologies, since the citizens of the future will no longer belong only to one nation, but will have international citizenship and with this qualifications and competences. certified and internationally recognized. An analysis of educational policies in countries such as the United Kingdom, Australia, USA or the European Framework of Reference would allow for the identification of differences imposed by the specific context, but above all it would define a series of similarities regarding the purposes of education, the methods promoted, the roles of teachers and others. students / students, the role of new technologies: the education approach must be made holistically, with the explicit purpose of facilitating the interaction between the individual and the society, by developing the thinking and communication skills, essential both in the process of individual development and in the whole society. Authentic, cross-curricular learning in which multilingualism and the use of new technologies are of undeniable importance must be promoted. In Romania, after 20 years of reform of the education system, the coherence needed to promote quality education is still lacking, a long-term strategy is lacking, with well-defined goals, standards and responsibilities, which will allow it to adapt to the new requirements. Despite the programs to support the acquisition of computers and the connection of schools to the Internet, the development of the AEL system, the introduction of ICT hours, the integration of new technologies in the curriculum is still a must. Those who understand that education and new technologies can no longer be viewed separately approach the model of the 21st century teacher: with solid specialized knowledge, very methodologically prepared, initiated in the use of the computer, well-informed, flexible to be he could adapt to the different learning styles of the students and to their individual needs, with a lot of imagination and creativity to reinvent the teaching of the respective discipline using the new means of expression, oriented, innovative and capable of (self) reflection.

Reporting of contemporary education and education in the context of digitalization

Contemporary education – characteristics, orientations, tendencies, challenges

Knowledge represents the essentialization of all the steps of the contemporary society. The educational system is permanently in the face of requests for change that come both from the external environment and from within it. In order to be able to perform in optimal conditions the functions like any open system, and the educational system must be flexible and adaptable to new and changing. In order to adapt and innovate, the educational systems propose strategic aims, correlated with the phenomenon of globalizing the access to information, to new knowledge, of the diffusion of the values of knowledge. Technologically, based on the acquisition of the scientific-technical acquisitions, coming from the field of communication sciences, a new strategic direction has been developed – the computerization of education and education, at all levels. The computerization of education ensures the progress of the information society and is the foundation on which the knowledge society is built, through cumulative processes of globalization and universalization of knowledge. The computerization of education has a double dimension: a) social , reflected in the construction of modern, postmodern and metamodern education systems; in addition, computerization of education is not only the construction of physical communication networks between equipments, but it allows the formation of online learning communities, social learning networks, socialization networks; b) psychological , involved in capitalizing on new technologies in designing and carrying out the educational process, regarding the adaptation of educational agents to the new particularities of the learning situations and to the new educational requirements (http://www.tribunainvatamantului.ro/informatizare-educiei/) .

Pragmatic aspects of contemporary education

The society is in a continuous development, we live in a period when technologies are no longer a luxury, but a necessity. The education systems, in order to be able to keep up with the current development requirements of the contemporary society – with the knowledge society, are obliged to integrate the new information and communication technologies in the school. This is also presented in the UNESCO report of 2005, which shows that "the new information and communication technologies have created new conditions for the emergence of the knowledge society. … This is the real problem for the contemporary society, which will have to be both a knowledge society and an innovation society – and therefore it must become a learning society ”. (UNESCO, 2005, pp. 27-59)

A modern learning society involves a school as a smart institution, a component of smart cities, in which digital citizens are formed, integrated into the current and future society. The smart school has to adapt permanently to the contexts of the society and to offer answers to the problems that the different fields and social environments face. The education must promote continuous and generative learning, in favorable learning environments, including the virtual one, in accordance with strategies developed at national or international level, which will also make learning production possible.

The media tend to become an information society, which generates the need, that from the earliest ages, the students be prepared for a beneficial interaction with them, with the world in which they live, which is now realized through digital equipment. The contemporary era is characterized by speed, rapid exchange of information and data, the use of digital devices (smartphones, tablets, laptops, glasses for AR and VR reality, etc.), artificial intelligence, and in education the means of education. last generation.

Audiovisual pedagogy – branch of modern pedagogy

The new dimensions and trends that are emerging in the contemporary educational systems, put the pedagogy of the third millennium in the situation of looking for optimal models of integration of the theoretical training, for knowledge and of the practical training, for competences (Chiș, 2014). In the face of these scientific and technological revolutions, the pedagogy cannot remain indifferent, a fact also highlighted by Vasile Chiș, in the work "Contemporary pedagogy – pedagogy for competences,": "pedagogy for competences causes the educational city to debate on the future, but and sustainable applications. (…) Naturally, technology and pedagogy are in a circular cause. They develop through reciprocity and complementarity, even if there are discrepancies in the generalized applications of new technologies in schools ”(Chiș, 2005, pp. 9-13).

Thus, today we are talking about an audiovisual pedagogy, a pedagogy that refers to the branch of pedagogy that studies the theoretical and practical problems of the training and training realized with the help of modern means of information and communication (Bocoș, 2013).

Traditional communication

Communication is an evolutionary process closely related to the development of the human species, it is an essential process for maintaining the interpersonal links, the exchange of information, ideas, feelings, emotions, the links that underlie the social organization.

Ever since Antiquity, Aristotle has focused on the rhetorical dimension of communication (Stan, C., p.47, 2010), the paramount importance being the persuasion of the transmitter. This explains the emphasis placed on the argumentation of the message, on the paraverbal dimension of it and on the concern of transmitting emotional states and experiences.

Communication as a process, in a postmodern vision, implies the physical existence of at least two persons: one with the role of transmitter (E), and the other with the role of receiver (R), which transmits to another data as a message (M) using a communication channel (C).

Metamodern communication

The term metamodernism, although it was introduced in 1975 by Mas'ud Zavarzadeh, who considers it an emergency in the field of aesthetics, was not sufficiently solidly substantiated. Recently, respectively in 2010, the concept of metamodernism was (re) introduced by Timotheus Vermeulen and Robin van den Akker (2010), with reference to the same field.

Metamodernism is the stage in which the skepticism specific to postmodern thinking is renounced, proposing "reconciliation", reconciliation, the modern with the post-modern, but also of the postmodern with itself, it is the stage in which not the criticism and the problem solving is the key, but the constructive effort finding solutions to societal problems. Metamodernism promotes anticipatory and proactive thinking: "what will be in the future if", "what can we do to …" positive thinking, meditative thinking, reflective, logical, active and proactive thinking.

Digital communication. Particularizations for the educational field

According to the praxiological dictionary of pedagogy, the interpersonal communication is: "the whole of the human processes in which interpersonal exchanges of messages, meanings, decisions, value judgments, affective states and influences are made, with the help of the components / elements of their own communicative repertoires, at least two. people. In the interpersonal communication, the interlocutors can have both the transmitter and receiver hypostasis ”(Bocoș, coordin. 2016).

The communication involves the achievement of reciprocal interpersonal exchanges of messages, meanings, decisions, value judgments, affective states and influences, with the help of the elements of their own communication repertoires, between at least two persons. In interpersonal communication, the interlocutors can have both the transmitter and receiver hypostasis. In the school environment, interpersonal communication can take the following forms: organizational (school) communication, managerial communication, educational communication and didactic communication.

We consider that, a community based mainly on the use of new information and communication technologies, the Internet, there have been some changes in the communication structure due to the pronounced intersection between the transmitter / information resource, channel and feedback, most of the time being able to do so. find out in the same sphere (asynchronous unidirectional technologies).

Starting from the definitions formulated by Robert Logan, Bailey Socha and Barbara Eber-Schimd, at present, we can say that, New Media represents the set of interconnected digital equipment, in the form of a "cloud of technology" (Socha & EberSchimd, 2018), through through which the image and sound can be generated, stored, processed, copied, transformed, processed, articulated and transferred, in large volumes, with very high speeds, most often, based on algorithms and artificial intelligence – within the sphere of informational cloud. The information cloud represents all the information generated, saved and managed through cloud computing services.

Digital transformation and integration in education

As the adoption of information and communication technologies is a vital step towards digital transformation and integration, Information and Communication Technology must be integrated into the educational process, its computerization being a necessity for the development of digital societies. Thus the need arises to ensure access to the informational values of the society, as well as the need to digitize the curriculum for the digital age, in order to integrate the student into the information society that characterizes the present and especially the future of humanity.

The curriculum must be modified in the sense of introducing the ICT components to achieve strategic goals, such as: critical thinking, entrepreneurial thinking, problem solving, understanding of complex phenomena based on simulation, prospecting the evolution of certain events, teamwork and research. Students must be taught from the earliest ages to use information and communication technologies to meet the demands and challenges of the contemporary world.

( https://cyber.harvard.edu/readinessguide/Readiness-translation%20Romanian.doc ).

Starting with the ninth decade of the last century (Iancu, 1997), a new stage of the information society is emerging – the knowledge society. This phrase refers to the fact that society as a whole is founded on knowledge and on generalizing the communication of knowledge. The knowledge society differs from the information society in that it generates knowledge, by transforming, processing and articulating information into knowledge resources, which are offered to all members of the society in order to improve the human condition (Bocoș, 2018).

In this society, people often use the Internet systematically and efficiently (Mossberger et al., 2011, attach. Isman, 2013 – https://ac.els-cdn.com/S1877042813046788/1s2.0-S1877042813046788-main.pdf ? _tid = 78034616-54b5-4b48-8d8c-3708f0a383f5 & acdnat = 1528279309_fd7d87e686b573b4d3ee836768da7678) are referred to as digital citizens or digital consumers, a term used to highlight a new society. wiki / Information_society. For example, in the field of education, these rapid changes have led to the emergence of new forms of education / education, means of education, new sources and educational resources – digital resources, of which we mention new technologies and digital textbooks.

This information explosion originates from the accelerated development, of the technological advance of the last period, by the appearance and development of new equipment, devices and sensors, which led to the generation and storage of huge and complex quantities of data sets (Leung & Zhang, 2016 ).

Data / data is a representation of facts, concepts or instructions, which can be processed by a person, machine or computer equipment, in the form of information that can be communicated. Raw data can be simple and seemingly random. They can be considered useless until they are interpreted and processed, to determine their true meaning – the moment they become useful and can receive the name of information.

These data sets can no longer be managed and interpreted in a relatively short time, with the traditional methods and programs of processing and analysis (Fan & Bifet, 2012). According to Alex Pentland, director of MIT Human Dynamcs Laboratory and MIT Media Lab Entrepreneurship, one of the most cited authors in computer science, declared by Forbes as one of the seven most important scientists in the world.

(https://www.forbes.com/pictures/lmm45emkh/6-alex-sandy-pentland-professor-

myth / # db5e5041050c), the big potential of Big Data is that they can provide us with information about people's behavior, rather than information about their beliefs or beliefs.

The results of Big Data analysis can help us develop systems for personalized learning, equipment that can mimic human behavior or intelligence, develop virtual assistants, automate or create intelligent robots. They allow the development of smart cities (Bhat & Ahmed, 2016; Chang, & Lo 2016) or cars without a driver, can help us anticipate where a social movement will take place or predict where it will manifest and how it will spread. influenza (Christakis & Fowler, 2010; Davidson, Haim & Radin, 2015).

The work and research of big data analytics specialists (Pentland, 2014; McAfee & Brynjolfsson, 2012; Boyd & Crawford 2011; Lohr, 2012; George et al. 2014;) gives us insights into the potential hidden within these large datasets, but also about the traps we can fall into, such as the trap of false correlations (Gandomi & Haider, 2015; Lazer et al. 2014). Also, in these works we find information about the societal transformations that can be produced through their interpretation (Giannotti et al. 2012; Singh et al. 2015). Basically, all areas of human activity can be transformed with the help of the results / information obtained from the analysis of big data. In our opinion, processing / processing of this data is also essential for the development of modern education systems.

Their analysis allows us to predict how someone (person, group or society) will react in a given situation, allows us to develop and implement new intervention models for the formation of desirable behaviors or for the correction of the undesirable ones, so it can have a role in the formation and development of the human personality, in its social and professional integration, according to the norms imposed by the society (Bocoș coord., 2016).

The development of future digital societies (Zwitter, 2014), based on artificial intelligence, 21st century companies and those that follow will depend on the way we use the big data (control, protection, analysis / interpretation, etc.). Big Data has the potential to transform all aspects of human life and activity – economic systems (Blazquez & Domenech, 2018), health (Wang et al. 2018) and education, social interaction and communication (Aharonya et al., 2011; Mani et al., 2013).

RESEARCH METHODOLOGY

III.1.The purpose of the research

It is the identification of the process of developing communication skills for students in simultaneous classes through an intervention program based on methods of teaching and learning with information technology (ICT).

Research objectives:

– Determining the specific features of development, communication skills and developing an efficient system of activities that facilitate the acquisition of new skills;

– Determining the efficient ways to evaluate the degree of language development at a new higher stage by calling on modern techniques of teaching and evaluation with information technology (ICT).

In accordance with the research objectives and purpose, the following specific objectives have been set:

– Studying specialized scientific-methodological works;

– Determining the psycho-pedagogical landmarks of the investigation aimed at developing the communication skills in the students of secondary level;

– Finding the level of development of the linguistic capacities through the activities used in the intervention program;

– Diagnosis of the level of development of language and vocabulary skills following the use of modern methods of teaching by computer technology (ICT). , after completing the intervention program;

– Comparison of the results obtained in the initial and final stage, by testing the vocabulary skills of students in simultaneous classes before and after using information technology (ICT).

III.2.Ipoteza

We believe that vocabulary skills will evolve to a new level:

If we are to train and develop skills and abilities, vocabulary skills with information technology (ICT).

If in the teaching-learning-evaluation activities at the hours of Romanian language and literature, methods with information technology (ICT) will be used

Involving students from simultaneous classes in the activity of Romanian language and literature through methods based on information technology (ICT) will lead to an increase in students' language skills.

students from the simultaneous classes, by practicing the moderate methods in the computer sphere, will integrate higher performances in comparison with the students from the control group who have used traditional methods.

III.2.1.Research variables

VI (independent variable) intervention – the program of didactic activities with methods based on information technology (ICT).

VD (dependent variable) vocabulary skills (operationalized by the results recorded by students from simultaneous classes to pre-intervention and post-intervention test grids).

III.3. The sample of participants

To carry out the research, 42 subjects will be selected, all secondary school students in grades VI and VII, from simultaneous classes.

The research was carried out at the Dumitra Gymnasium School, Cepari Structure, between February and June 2018.

To carry out the research, 84 subjects were selected, of which 42 subjects from the experimental group and 42 students from the control group.

The formation of the experimental group was carried out from the targeted target population, respectively 42 students belonging to the 5th and 6th grades from the Cepari Gymnasium School, the Teaca structure and the Lucian Blaga Bistrita Gymnasium, students aged 11-14 years.

Another criterion for choosing the target population is that the targeted students be enrolled in mainstream education. According to these criteria, the 5th, 6th and 6th grade students from the Cepari Gymnasium School were identified as the Teaca structure. The analysis according to the specificity criteria shows that the experimental group has the following characteristics:

a) according to the sex criterion, of the 84 subjects 38 are male (17 respectively 21 students from different backgrounds) and 46 female (29 and 17 respectively from the two different backgrounds).

Figura III.1.Distribuția elevilor în funcție de mediu de apartenență și gen

b) după criteriul vârstei cei 84 subiecți sunt reprezentați astfel:

Figura III.2. Reprezentarea pe vârste a grupului experimental

Urmărind distribuția vârstelor se poate observa că 40% au vârsta de 13 ani, 35% au vârste de 14 ani, iar 15% dintre elevi au vârste de 12 ani iar 10 % dintre elevi au o vârstă de 11 ani.

c) după criteriul mediu de proveniență putem observa o distribuție egală a subiecților în grupul experimental (provenit din mediul rural) respective grupul de contril provenit din mediul urban în următoarea configurație:

Figura III.3. Distribuția grupelor

Așa cum indică diagrama 50% subiecți aparțin claselor simultane din mediul rural, iar 50% aparțin mediului urban, făcând parte din clase paralele.

d) după criteriul apartenenței unei anumite etnii, 7 subiecț aparține etniei rome, iar restul 77 subiecți sunt de etnie română.

Figura III.3. Reprezentarea naționalității la nivelul grupului

As the pedagogical experiment also involves a control group, a group of students with many similarities in group characteristics was identified. With a total number of 42 students, the control group in the experiment is also made up of students from the 6th and 7th grades.

Together with the experimental group or group, the collaborators, teachers in the class, who helped to the smooth running of the program, had a great importance in the study.

III.4. Methods and procedures

According to the objectives of the investigation, psycho-pedagogical methods were used.

Theoretical methods – analysis, comparison and generalization of data from the scientific literature to the problem in this case;

Empirical methods – observation, intervention program based on methods specific to information technology (ICT) in the Romanian language and literature discipline

Statistical methods – qualitative, quantitative and comparative analysis of the data obtained in the respective posttest.

Description of the procedure

In the first stage, we administered vocabulary tests to students from the 5th and 5th grades from simultaneous classes, wishing to note the level of initial vocabulary skills. The testing was carried out within one hour in the Romanian language and literature class.

In a next stage in collaboration with the Romanian language and literature teacher and the computer science teacher in the classroom, we analyzed the curriculum of the 5th and 6th classes, selecting specific activities for integrating the elements of information technology (ICT). ) in the didactic activity of the Romanian language and literature discipline.

The intervention program based on teaching and learning methods through information technology was structured over a period of 6 weeks and was carried out in accordance with the prior planning.

Examples of ways of integrating ICT means at the Romanian language classes and literature at the 5th, 6th grade during teaching, by units.

Table III.1. Planning of didactic activities based on information technology (ICT)

At the end of the intervention program, in the last stage, we reapplied the vocabulary test to the students to notice to what extent the research hypothesis is confirmed by the results obtained by the students from the simultaneous classes.

We mention that within the control group were used classical methods of teaching-learning and assessment without intervening any changes in the didactic approach undertaken by the teacher. At the two groups were respected the curriculum and the school syllabus.

I wanted to note in a final phase the level of vocabulary skills compared to the one recorded in the first stage of research in the students included in the study (both experimental and control groups).

III.4.1.Testing verbal skills

Vocabulary test

Language is a fundamental aspect of human life, and verbal skills, an essential component subsumed by communication and in general human relations. The verbal ability subsumes the abilities that allow the effective communication of the verbal contents, as well as the correct understanding of the received messages. We use these skills when we want to send a message, but also when we receive one (Marinca and Ozanne, 1999). More and more longitudinal studies demonstrate the relationship between the various sub-forms of verbal ability, for example: speed of reading, vocabulary skills, syntactic skills, and the ability to comprehend complex texts (Cain, Oakhill, & Lemmon, 2004).

Vocabulary ability is a basic verbal ability, which represents the understanding of the meanings of the words spoken orally and / or read and the correct operation with their meanings. This ability is indispensable for more complex verbal skills, such as syntactic ability (combination of rules, words in sentences and sentences in sentences) and comprehension of texts (ability to understand a complex message). One of the basic components of vocabulary ability is the rapid and accurate recognition of words, which subsequently allows to identify the correct meaning, as well as its correct use in the spoken language (Ouellette, 2006).

Understanding texts is the ability to form a meaning-based representation of a text, which appears in the literature as a mental model or situational model of the text (Kintsch, 1994; Cain, Oakhill and Bryant, 2004; Zwaan and Radvansky, 1998). Understanding texts is a complex skill in which an impressive number of skills and cognitive processes are involved, starting with the quick and accurate reading of the text, extracting relevant information from each sentence / sentence, comparing and integrating the extracted information with those to be processed through inferences, monitoring comprehension up to specific knowledge related to text structure (Cain, Oakhill and Bryant, 2004).

The process of integrating the information extracted from one sentence into the next is necessary to establish the local coherence of the text, while the inferences made about events, actions, states, characters, etc. are important for the coherence of the text as a whole (Long and Chong, 2001). A good level of development of these skills allows the efficient pursuit of the majority of the professions, especially of those that presuppose the understanding and the communication of precise contents, present in the educational, legal field, of the relations with the public.

GENERAL PRESENTATION OF THE VOCABULARY TEST

Purpose of the Vocabulary Test and its areas of application

The vocabulary test measures vocabulary skills, using the way the subject manages to operate with the meanings of words, to determine their degree of semantic approach or distance. It can be used in education and work.

II.2.2 Population for which vocabulary test can be used

The vocabulary test can be used for people between 12 and 22 years of age, from the normal (non-clinical) population.

II.2.3. Conditions for using the Vocabulary Test

The vocabulary test is administered individually or collectively, in the form of pencil-paper or software, with a time limit (2 minutes for each sample, a total of 4 minutes). The person interpreting the scores of the subjects in the Vocabulary Test must have psychology studies. When administering the questionnaire and quoting it, it can be helped by people who are not psychologists, but who have knowledge about psychological testing.

II.2.4. The construct measured by the Vocabulary Test

Definition of the vocabulary construct and its dimensions From a linguistic point of view, the meaning of the vocabulary term is delimited by lexicon. While the lexicon encompasses all the significant units of a language, the vocabulary is reserved for speech, speech (Doron and Parot, 1999, p. 824). The same authors define the lexicon as the set of words in use in a language. In a narrower sense, it consists only of lexemes (semantically full words), except for morphemes (grammatical signs) (idem, p. 459). Reber defines vocabulary as the complete compendium of words known to a person (1985, p. 822). From the point of view of the organization of the lexicon, linguists assert that some words are closely related to other words and that the meaning of a word depends on the meaning of the words with which it is related (Cornu, 1979, p. 264). This relationship between words resulted in the term semantic field, a notion that describes words grouped in the same field based on their conceptual similarity. Thus, the meaning of a word can also be determined by comparing it with other words in the same semantic field (ibidem). Within the semantic field, words can be viewed both from a taxonomic point of view and from the point of view of the axis (s) that link them semantically, thus forming the semantic axes. So, from a taxonomic point of view, all the members of a semantic field are bound based on a hierarchical order, and on the semantic axis, both the hierarchy and the exact position of each word can be established. The vocabulary test is designed in the form of two samples, involving relationships of synonymy, respectively antonymy, and captures essential elements of vocabulary ability, present in tests, as well as in established 158 Cognitive Skills such as GRE, GATB or TOEFL. Each of the two tasks has a resolution time of 2 minutes. By definition, synonyms are words or expressions of different forms and meaning identical or similar, for example: snow – snow – snow (Bertea, 1992).

Words and expressions with identical or similar meaning are located on a semantic axis (scale). On this axis, the distance between each word and the searched word is decisive in highlighting the differences in hue between them. Thus, when the synonymy samples are required to choose the word with the closest meaning of the given set of words, it is precisely the aspect described above.

Example: Accelerate

a) find

b) to hurry

c) to run away

d) to train

In the example above, the one closest to the semantic axis of the word

TO ACCELERATE is to Hurry.

The second sample, which also includes 15 items, is based on the concept of antonymy, the subject having to identify, from four answer variants, the one with an opposite meaning to the given word.

Antonymia denotes the opposition of meanings. This relationship means that, to be antonymous, two words must be similar in all respects except one (Willners, 2001). Antonimia takes various forms (Egan, 1968, beside Willners, 2001), described as follows:

• The contradictory terms. These are mutually exclusive terms, with no intermediate term between them. Such a relationship exists, for example, between the words present / absent, perfect / imperfect, etc. (someone / something cannot be more or less absent).

• The opposite terms. These are the terms diametrically opposed, but which give rise to intermediate elements, more or less distant from the extremes. A typical example of this is the relationship between the words black and white (an intermediate element may be gray). • Inverse terms. This category refers to the opposition relation by inversion between two terms, one reversing the effect, the action, the state, the quality of the other. Such a relationship exists, for example, between the words construction and demolition.

• Contrasting terms. These are terms that belong to the same semantic axis, but which are not in its extreme positions. They are also called indirect antonyms (for example, arrogant / modest).

• Incompatible contrasting terms. It refers to words that are opposing without a total conflict between them, belonging to the same semantic area (for example, frank / hypocritical).

• Related terms are terms that indicate relationships in which one always involves the other (parent / child, teacher / student, etc.).

• Complementary terms refer to reciprocal relationships, in which words involve each other (for example, question / answer). The items in the antonyms sample cover the diversity of typology described above. The subject is asked to choose from the four variants the one which has the most distant meaning from the meaning of the underlined word.

Example: Absent

a) abandoned

b) pressed

c) present

d) existing

Of the four answer variants, the one that forms together with the absent word an antonymous couple is present, since the two words represent mutually exclusive terms, without one mediating between them (contradictory terms).

Of the total of the 30 items (synonyms + antonyms), most contain adjectives. This option is motivated by the fact that, within the relations of synonymy and antonymy, the adjective is most commonly treated in the specialized literature and operationalized in the various forms of manifestation of these relations.

Description of vocabulary test items

The vocabulary test contains 30 items, grouped into two subscales (synonyms and antonyms). Each subscale contains 15 items, placed in order of difficulty.

The vocabulary test is designed in the form of two samples, involving relationships of synonymy, respectively antonymy, and captures essential elements of vocabulary ability, present in established tests such as GRE, GATB or TOEFL. Each of the two tasks has a resolution time of 2 minutes. The first sample, comprising 15 items ordered according to the difficulty criterion, is based on the concept of synonymy, in which the subject must identify, among four answer variants, the word closest to the meaning of the given word.

Example: Accelerate

a) find

b) to hurry

c) to run away

d) to train Q

In the example above, the closest thing to the semantic axis of the word ACCELERATE is to RISE.

The second sample, which also includes 15 items, is based on the concept of antonymy, the subject having to identify from four answer variants, the one with an opposite meaning to the given word. Antonymia denotes the opposition of meanings. This relationship means that, to be antonymous, two words must be similar in all respects except one (Willners, 2001). In this sample, the subject is asked to choose, out of the four answer variants, the one with the most distant meaning from the meaning of the word. Example:

Absent

a) abandoned

b) pressed

c) present

d) existing

Of the four answer variants, the one who forms with the absent word an antonymous couple is present, since the two words represent mutually exclusive terms, without one mediating between them (contradictory terms). The correct answers (see the answer sheet in Appendix 3) are quoted with one point, the incorrect ones with 0.

Materials used for testing

The test booklet contains: • the instructions the subject receives to answer the test; • the items of the Vocabulary Test, group 15 each for each sample (15 – synonyms, 15 – antonyms). The answer sheet.

Instructions for administering the Vocabulary Test

Test administration

The vocabulary test can be applied in two forms: pencil and paper. The advantage of both test modes is the relatively short time they are resolved (2 min / test). Variant pencil-paper Materials required

• The test book

• Answer sheet

• Stopwatch

• Writing tool Administration conditions

• Ensure a safe and noise-free environment.

• The subject should be rested and motivated to perform the test.

• The administration of the test is done individually.

Application instructions

The tested persons are given the test book, the answer sheet and a writing instrument. The first stage of the application consists in the correct completion and verification of the authenticity of the biographical data contained in the answer sheet.

Children or persons experiencing difficulties will be assisted in completing this data. After the operator has made sure that the biographical data has been completed correctly, the tested persons will be asked to open the test book in the Vocabulary section A. Vocabulary A

The operator will explain to the test persons the test instructions: This test measures your vocabulary knowledge. You will be presented with a word followed by four answer variants, of which only one is correct. Your task is to choose the variant with the closest meaning to the underlined word. Circle, on the answer sheet in the "Vocabulary A" section, the letter corresponding to the chosen variant.

Verbal ability

The operator will ask the tested persons to follow the following example, which he will read aloud:

To accelerate:

a) find

b) to hurry

c) to run away

d) to train

Subjects will be told: The correct variant is the word rush, because it has the closest meaning to the word accelerate. Also, subjects will be instructed to follow how to correct the correct variant on the answer sheet. In this form of application, it is very important to mention that the subjects are not allowed to make any kind of note in the test book, the only answers taken into account are those on the attached answer sheet. Next, the subjects will be informed that, after passing the Vocabulary A test, they must stop and do not proceed to the next test except at the request of the operator.

After following the example and all the indications, the operator will make sure, through repeated questions, that the tested person has understood what to do. In this phase, the person being notified will be informed of the time during which the sample has to pass (2 minutes). It will start solving the sample only at the operator signal, once the stopwatch starts.

Stop testing

After 2 minutes, the test is stopped.

Vocabulary B

In the case of Vocabulary sample B, the same procedure and working time as in the case of Vocabulary sample A will be followed.

B. Soft variant

The soft variant is identical in content to the pencil-paper variant, but is presented to the subject in electronic format. If you opt for the soft version, the presence of the examiner is not required, but it is recommended. The person examined, once the first page (home page) is displayed on the screen, will select "Verbal aptitude", and then open the "Verbal skills – vocabulary" test by double clicking on the "test test" text next to the test name. . Once the test has been opened, the person examined may begin the test. At the end of the test, the data will be saved in the database. If the subject is not familiar with the use of the computer, it is recommended to apply the pencil-paper test.

Quote answers

A. The pencil-paper variant

For both Vocabulary A sample and Vocabulary B sample, there is only one correct answer for each item. Choosing the correct variant will be quoted by a point. Choosing the wrong variant, missing any option, or choosing multiple response options within the same item means getting 0 (zero) points. The correct answers for each item are presented in Appendix 2. The quotas of the items are summed, and the maximum score, both in sample A and in sample B, is 15 points, and the minimum score is 0 (zero).

The total maximum score for the vocabulary test (synonyms + antonyms) is 30 points.

B. Soft variant

In the software version, the results are automatically calculated. The calculator provides the calculated gross score and the performance level.

2.9.Etalonarea

Vocabulary test

Establishment of groups for the construction of standards.

For the construction of the standards we used a sample of 408 subjects.

Calibration was done by sex, by 3 age groups.

The structure of the sample is presented in the table

II.2.9. Table II.2.8. The age group structure of the sample used for the construction of the standards in the Vocabulary Test

The standards were constructed on 5 intervals, using the following percentages from the sample: 6.7%; 24.2%; 38.2%; 24.2%; 6.7%.

Table II.2.9. Standard Vocabulary test by age group and sex

FEMALE

MALE

We mention that in the calibration the age is rounded (add 1 to the number of years you braid, if the number of months is greater than 6). For example, if a subject is 14 years old and 5 months old, his performance will be related to the standard corresponding to the age of 12-14 years.

Interpretation of results

The performance of a person examined expressed by the gross score refers to the standard presented above. Depending on the value obtained, the person is classified in one of the 5 classes as follows:

• Class 5 – very good level of vocabulary ability (the person tested has a better performance than 93.3% of the population);

• Class 4 – good level of vocabulary ability (the person tested has a better performance than 69.1% of the population);

• Class 3 – average level of vocabulary ability (the tested person has a better performance than 30.9% of the population);

• Class 2 – low level of vocabulary ability (the person tested has a better performance than 6.7% of the population);

• Class 1 – very low level of vocabulary ability (the tested person has a performance that ranks him among the weakest 6.7% of the population). To interpret the test results, the standards presented in the table will be used

II.2.9. In the standard, the ranges of gross scores corresponding to the classes / levels of performance are passed. Since there are no differences between the two variants (pencil and soft paper), the test person's score will be compared to the same standard. For example, if the performance of a 15-year-old female is 18 points, we rank it at level 4 (good ).

Poor performance in the vocabulary test means that the subject has difficulty identifying and operating correctly with their own and figurative meanings of words, determining the differences in nuance between them. These difficulties translate into the level of daily and professional interactions through difficulties in accurate and efficient communication.

The high performance of this test indicates that the subject is able to capture the differences in nuance between the own and figurative meanings of the words, this fact guaranteeing an efficient and accurate communication in the professional and social activities in general.

Annex 1-Test booklet

Appendix 2 – answer sheet vocabulary test – correct answers

VOCABULARY TEST

Correct answers

VOCABULARY A and B of VOCABULARY

Appendix 3- test sheet A and B

Candidative analysis

In a first stage of the research I administered the vocabulary test to the students to detect the initial level of the vocabulary skills of the students included in the study.

Qualitative analysis

At the two simultaneous classes, for 6 weeks, Romanian language and literature classes used modern methods, such as ICT, teaching and stimulating communication and vocabulary skills.

Analysis and interpretation of results

The pre-experimental stage

In a first phase I wanted to report the results obtained by the students on the vocabulary scale by analyzing and interpreting the results obtained by the students in the vocabulary test the results can be observed in the graph below

.

Figure III.4. The students' results in the vocabulary test in the pre-intervention phase in the experimental group

The performance obtained by each student examined was expressed by the gross score which was subsequently reported to the test standard. Depending on the value obtained, the students were classified in one of the 5 classes as follows:

• Class 4 – good level of vocabulary ability (The tested persons recorded a good performance. In this category 9% of the students included in the study)

• Class 3 – average level of vocabulary ability (The tested persons recorded an average performance, 23% of the students included in the study falling into this category);

• Class 2 – low level of vocabulary ability. Thus from the chart above it can be seen that 68% of the students included in the study had a poor performance

Poor performance in the vocabulary test of 68% of the students tested means that they find it difficult to identify and operate correctly with their own and figurative meanings of words and to determine the differences in their nuances. These difficulties translate into the level of daily and professional interactions through difficulties in accurate and efficient communication.

The average and good performance in this test indicates that the subjects are able to capture the differences in nuance between their own and figurative meanings of words, this fact guaranteeing an efficient and accurate communication in professional and social activities in general.

Figure III.5. The results of the initial testing in the two groups

As can be seen from the graph above, there are no significant differences between the poor performance in the vocabulary test of 68% of the students in the respective experimental group and 63% of the control-tested group. These results present difficulties for both groups to identify and operate correctly with their own and figurative meanings of words and to determine the differences in their hue. These difficulties translate into the level of daily and professional interactions through difficulties in accurate and efficient communication.

The average and good performance in this test indicates that the subjects are able to capture the differences in nuance between their own and figurative meanings of words, this fact guaranteeing an efficient and accurate communication in professional and social activities in general.

The differences registered between the two groups can be put on account of the quality of the educational instructional act that also appears in the specialized studies and the annual statistics obtained on the basis of the promotability of the students from the two areas, knowing that the educational instructional process is significantly higher in rural areas compared to the urban one. The quality of the educational act in urban environment is given by the environment which is proving to be much more competitive, but also by the expectations and involvement of the family and the educational level of the family members, knowing that the parents in the urban environment put much greater pressure on results. , meditations and school performance of their own children compared to parents from rural areas.

The experimental stage

At this stage we wanted to influence the students' vocabulary skills in the sense of developing them through the intervention, in the students with a low level of performance (68%).

In this sense, for a period of 6 weeks we stimulated by computer technology (ICT), at the experimental group develop skills and skills, vocabulary skills. Respecting the school curricula I used teaching methods and teaching and learning methods based on the use of information technology and the programs available in the school's computer lab during the Romanian language and literature classes.

The purpose of the intervention was the involvement of students from the simultaneous classes in the activity of Romanian language and literature through methods based on information technology (ICT).

The control group did not intervene with any modification of the educational instructional process.

Post-experimental stage

After the effective intervention period, the replication of the tests of the sample of participants followed the results at the post-experimental stage, which can be seen in the graph below:

Figure III.6. The students' results in the vocabulary test after the intervention stage in the experimental group

It can be seen from the graph above that 28% of the students tested achieved poor performance on the vocabulary test.

They continue to have difficulty in identifying and operating correctly with their own and figurative meanings of words and to establish the differences in nuance between them. These difficulties translate into the level of daily and professional interactions through difficulties in accurate and efficient communication.

Therefore, in the case of the 28% working hypothesis is rejected, the working detode based on ICT instruments in the didactic process did not lead to the improvement of the performances regarding the vocabulary skills or the poor results obtained by these students can be taken into account by other factors that could have intervened in the work procedure such as individual factors (low IQ, learning difficulties, students' fear or anxiety about information technology, innovative etc.) or environmental factors (lack of social interaction with the teacher and its replacement largely by a computer, moving students to another workspace – the computer lab in the classroom where the students were familiar, etc.)

 The average and good performance of 72% of the students confirms the working hypothesis according to which the involvement of students from simultaneous classes in the activity of Romanian language and literature through methods based on information technology (ICT) has led to the increase of students' language skills.

In the postintervention stage, 72% of the subjects were able to capture the differences in nuance between the own and figurative meanings of the words, this fact guaranteeing an efficient and accurate communication in the professional and social activities in general.

For a more accurate observation of the results, we wanted to present them in a common graph in order to more easily capture the results recorded by the students in the two stages of the research.

Figure III.7.The verbal skills before and after the intervention

We also wanted to see the extent to which the research results support the second hypothesis.

We expect that students from the simultaneous classes, by practicing moderate methods in the computer sphere, will integrate higher performances compared to the students in the control group who used traditional methods. The results can be seen in the graph below.

Figure III.9.The post-intervention verbal skills in the experimental and control group

As can be seen from the graph above, the hypothesis was confirmed by the obtained results. Students in the experimental group achieved better results than those in the control group.

Poor results improved in both groups. This result could be accounted for by the initial testing and by the involvement of the personal, motivational factors, which both the students in the experimental group and the students in the control group wanted as a result of the results obtained at the initial testing to improve their difficulties in identifying and the correct operation with the own and figurative meanings of the words and establishing the differences in hue between them.

Research conclusions

The influence of the intervention program based on ICT methods and procedures on communication skills has proven effective. The practical investigations led us to the conclusion that the introduction of the methods based on the digital information technology had positive consequences on the communication.

The verbal abilities of the subjects could be observed in the classroom in certain observable behaviors, such as the abilities:

– to easily decode the meaning of the regular messages addressed to them;

– to express their thoughts in correct and clear sentences, in oral and written statements;

– to listen carefully to a message to receive it properly

– to be informed from different sources: books, media, internet, etc .;

– to communicate civilized with peers (colleges).

Another positive aspect of this research was the improvement of the interpersonal relations between the subjects, they proving an assertive behavior helping each other in the interaction with the technology, a better communication, supported by their own arguments and the possibility to respond creatively to the computer networks, the recognition. the merits of the others with whom they are competing by eliminating the human factor from the evaluation, without envy and evil. These activities have developed the students' communication skills, stimulated their creativity, the chance to learn with each other, to express personal opinions, to choose, to make decisions, to communicate with others.

Questionnaire

To perform an analysis on the efficiency of ICT use in the educational process, we interviewed 235 students, of which 130 girls and 105 boys. The results are presented below:

1. Do you have a personal computer?

from 62.98% 106 students

b. No 37.02% 87 students

2. Do you know how to use the computer (tablets, phones)?

Answers given by students who have a personal computer (tablet, phone)

a. Very good 60.37% 64 students

b. Good 29.24% 31 students

c. Putin 7.54% 8 pupils

d. Not at all 2.85% 3 pupils

Answers given by students who do not have a personal computer (tablet, phone)

a. Very good 1.14% 1 student

b. Good 13.79% 12 students

c. Putin 36.78% 32 pupils

d. Not at all 48.29% 42 students

3. Where did you learn to use the computer?

a. At school 17.90% 34 students

b. Home, relatives, friends 70% 133 students

c. Other courses 12.10% 23 students

4. What is a good computer for?

a. To learn something new, to document 71.06% 167 students

b. For entertainment 28.94% 68 students

5. Do you use Internet services?

to give 99.00% 232 students

b. No 1.00% 3 pupils

6. How often do you use your computer?

a. Every day 83.80% 88 boys

60.76% 79 girls

b. Weekly 9.52% 10 boys

30% 29 girls

c. Several times a month 6.68% 7 boys

6.94% 9 girls

d. Several times a year 0% 0 boys

2.30% 3 girls

7. Do you think the computer is useful in the instructional-educational process?

a. From 100% 235 students

b. No 0% 0 students

8. List at least three reasons why you find it useful to use your computer in the classroom.

The most common reasons were:

a. It shortens the learning time, the understanding of the concepts presented, the calculations, the graphs and the tables, etc.

b. Lessons become more attractive

c. Experiments difficult to perform in the laboratory can be performed

d. The verification of knowledge is more objective

e. Develop creativity, thinking, competitiveness, etc.

9. List at least three reasons why you think it is not useful to use the computer in the classroom.

The most common reasons were:

a. Insufficient provision of schools with computers

b. Lack of good quality software

c. Lack of experience of teachers and students in using the computer

d. Distracting attention from the teacher's explanations due to the tendency of the students to play

e. Affects human health and relationships

10. Do you think that using the computer you will make a progress in learning, stagnation or regression?

a. Progress 69.36% 163 students

b. Or stagnation 25.10% 59 pupils

c. A return 5.54% 13 students

11. Which ECDL module is most useful for you at school?

a. Basic concepts of information technology 1.70% 4 students

b. Using the computer and organizing files 3.40% 8 students

c. Word-Word Processing 25.96% 61 students

d. Table-Excel calculation 22.55% 53 students

e. Access databases 1.28% 3 students

f. Power Point Presentations 33.61% 79 students

g. Internet and electronic mail 11.50% 27 students

CHAPTER III – PEDAGOGICAL RESEARCH

3.1 Purpose

The revision of common forms of teaching and learning in difficult contexts, so that all these findings support the idea that the logic of action of students and teachers in the difficult environment can mutually empower and lead to a didactic function. It would be for teachers to maintain the didactic relationship at all costs, creating conditions to attract students in tasks that are not very demanding in terms of the knowledge concerned. Their results support the idea that these more generic educational phenomena, some of which have been highlighted in the most common classes, such as the existence of the teaching-learning process, have more or less controlled adjustments, more or less adaptésaux dangers and inevitable (even minor) faults related to the common nature of the teaching action.[1] While focusing the study not only on the learning activities of the students, or of the teacher, but the focus on common faults. Dimensions The action of the teacher and students is likely to highlight the dynamics that govern the aforementioned findings. I also considered the comparative examination of the activities carried out in the same context, but dispersed between the various disciplines involved could be instructed to provide mutual enlightenment that makes it possible, which could reveal the generic features of the mesogenetic process without losing sight of the specific ones. subject.[2] We believe that the solidarity work of the generic and specific dimensions can build the intelligibility of the didactic processes. This process characterizes, in essence, the students' interpretation of the nature of the activities necessary for the acquisition of the knowledge and the school culture. Students often try to comply with the requirements by performing fragmented tasks without perceiving the problems underlying them. When these students are expected to find in a register of conscious approximation of the connection between the proposed task and its learning objectives, the latter are entered in the compliance register, being subject to instructions. by searching for the "right result". They do not perceive that the teacher pursues through this activity the learning of decontextualized knowledge. Thus, some students present the external signs of a school activity that, in reality, only work according to the way of misunderstanding. Faced with this situation, teachers are often led to implement procedures to deal with student difficulties.[3] This adaptation produces a selection of knowledge to teach and contextualize the teaching practices: from writing exercises it is reduced in favor of oral oral sessions by students, their personal and practical experience is required, bypass gambling is favored for to encourage them to get to work. This kind of misunderstanding and these teaching practices can also be analyzed from the perspective of teaching, based on the concept of didactic contract defined as a system of mutual expectations between students and teachers.[4] . Some consider that they fulfill the expectations of the teacher by engaging in a simulation of the learning activity that the teacher claims to validate. In coherence with a sociology of education that enters the classroom to analyze how teaching-learning situations generate inequalities between students and compares the contributions of sociological and didactic misunderstandings in phenomena of understanding in learning situations. Research in the field of teaching and learning, have shown a relationship between agents whose stake is the transmission and acquisition of knowledge as a form of play, as part of a field proposed as a relational space in which each player holds a relative position. This space defines the universe of problems, references, intellectual landmarks, concepts common to all agencies in the field. They have a practical meaning, namely sustainable cognitive structures and patterns of action that guide their perception of the situation inherent in the domain in question, as well as the response to it. This practical sense allows the observation of what he has to do in a given situation there, that in sports, is called the sense of the game. It offers what to keep in mind to act in accordance with the rules and be at stake. We consider the dynamics of educational ICT ICT games in the classroom can be seen as a cooperative game if the teacher wins if he succeeds in playing and winning his students, that is, if he determines them to develop through strategies that allow them to acquire knowledge through play. Thus, the notion of learning offers a consistent representation in the game model. Specifically, the didactic game is distinguished, in which it describes the whole learning process, learning games, which summarize each stroke – as defined by chess, for example – played as part of this didactic game. Each set of further training characterizes the confrontation of an object-specific knowledge. A new learning game begins when the game is established is modified and a new knowledge challenge arises.[5] In some situations, a joint transaction of the teacher and students may play leading to learning disorders. The game that the teacher wanted the students in fact, the game sees replaced by an alternative game, it is a subtraction of at least part of the actors – students or some students and / or both the teacher and the students – the initial didactic relationships and their problems. knowledge. The examples highlight the tendency of students to comply with the teachers' prescriptions, but interpret their expectations regarding the return of word-type information, rather than the organization of knowledge at the generic level, so that we can analyze the misunderstanding of the mechanism in light of the concept of the didactic contract. system of mutual expectations: students are in a logical reading of the teacher's expectations and endeavor to give them signs of apparent activity when the teacher is aiming for a sense of acquiring knowledge. But sometimes, the teacher claims that he thinks he is meeting his expectations. Specifically for each situation, the modification of the learning game is led by one or more students who focus only on one of the characteristics of the initial learning game (use a word in history, identify the words in English, to identify the color of the geometric figures) , which, while wiping out the other dimensions of the epistemic knowledge stake and producing a disappearance of the knowledge practices. [6] It is therefore necessary to distinguish the modification of the sliding game. This seems to be rather a form of training adaptation set up to maintain learning and relationships to make the game winning anyway so when it barriers that were not initially anticipated. The involvement of the game is essential for the progress of the teaching time, towards the specific temporality of the knowledge advance within the teaching institution. However, the alternative game is similar to didactic boundary cases which I call a ghost game and which can also be characterized as a fake game. Students participate in the learning game by establishing only declarative knowledge. The reflection on a syntactic structure is reduced to the search for lexical rules and associations. The students then engage in simple acceptance of the game, proposing random solutions for the teacher waiting for approval or denial. Here we find the characteristics of the game in that it suggests to the students that only the teacher is the depositary of the appropriate strategy to get the correct answer. All the students' proposals being rejected by the teacher, I deduce that the teacher has not given sufficiently operative instructions and expects from him a more efficient guidance than the expected answer. In turn, the teacher believes that he has provided the necessary clues so that students can detect the appropriate strategy and not have access to their requests. In geometry, Kevin is engaged in a drill of choosing geometric figures. He seems to participate in the learning game, but it is based on the simple choice of colors. This is the predominant game of participation: the students choose a simple form of participation in the learning game, without making allusive commissions and producing answers to the teacher. I saw that if the geometry situation was built around the identification of three different geometric figures, it was possible that the students were not required to articulate geometric figures in their color to differentiate the two squares and confuse them with two dimensions of the original game. learning.[7]

Both generically and specifically, it appears that the characteristics of each learning situation contribute to the role of students in the alternative game: students (or part of them) one of the components of the initial learning situation and the deletion of the other components to produce differentiated changes. of the original learning game. Despite the particularities of the students, the didactic analysis advances from avoiding any essentialist and tautological explanations of the type: these students are in difficulty at school because they are taught late. In addition, our examples show different attitudes towards teachers and students, because not all of them necessarily engage in these learning game drills. Unlike the other two teachers who try to return students to the initial learning game, the teacher validates the alternative history game and adheres to it. But above all, in each of the three situations, one student persists in the initial learning game: Guillaume in history, Pierre in English and Anna in geometry. Guillaume and Anna are left behind by their teacher, while in English, the teacher tries to rely on Pierre's response through a Jordan effect form. In geometry, the teacher also produces a Jordan effect by pretending to consider Kevin's gesture – which chooses a blue circle – in response to his request to choose a blue triangle. These two effects of Jordan, aimed at maintaining the didactic relationship, make a paradoxical contribution to keeping students in the alternative game.

3.2 Objectives

objectives

In addressing this issue, the following objectives were proposed: To find
out to what extent it affects the use of educational ICT ICT games in fixing knowledge, respecting the requirements of organizing and conducting a didactic game?

How does the teaching game contribute to the consolidation of the students' knowledge and to the increase of the school performance?

The purpose of this comparative research is to re-examine the presuppositions that explain the difficulties encountered by students and teachers in this type of context. It is about reporting, as close as possible to the teaching and learning devices implemented, the modalities of didactic functioning. Our activity is deliberately part of an approach, considering that the dissemination of knowledge is at the center of the didactic activity – including even more – in these contexts. Therefore, we first propose a point about the teaching and learning practices that are developed before defining the problem to which our research answers. Then we describe the characteristics of the school environment in which we conducted the study and how we collected and processed the data. We continue to discuss, in the light of the extracts from the sessions how the students interact, teacher, knowledge can explain some operating characteristics already highlighted by other research.

We focus our analysis on the environment, as it is a common activity of the teacher and the students to highlight some generic characteristics of the didactic action in difficult circumstances, both emphasizing their irreducible specificity. In the case of small didactic studies in difficult business, however, there is an interesting body of work for each student learning practices in the priority education areas and others focusing on describing the forms of teaching practice. In their turn, teachers must manage a series of contradictions between the logic of learning and socialization activities the logic considered to be real and open to the disciplines perceived the logic of this fact, as competitors. The official cessation actions faced by the teaching activity support an individualized activity in order to respond to the heterogeneity of the class group. These provisions are reflected in practice by a course of avoidance difficult to manage collective phases in disciplinary, but has the effect of weakening common references from the construction to the whole class. In general, the authors agree that teachers should encourage the involvement of students in the learning process by creating immediate success situations, which leads to an adaptation of the objectives and strategies to the assumed level of the students. The proposed tasks, usually closed, are often highly decontextualized and simplified. The Savo study is closely controlled by the teacher's instructions, and is preferably oral. This didactic overcoming of the supposed characteristics of the students has cumulative effects over time, especially since the personal work required is most often limited to the classroom. Finally, most authors interested in effective teaching and learning practices in a difficult context and reduced the content taught in the form of highly individualized micro-tasks and a lack of a collective stage of institutionalizing knowledge, which leads to misunderstandings in what looks at the real stakes of the tasks. In order to make this comparison, we conducted investigations at a primary school, for 12 fourth-grade students, in collaboration with two teachers. Having specified some of their characteristics to establish the framework in which this research was conducted, we will focus on data collection and processing.

3.3 Research hypothesis

Assumption

The implementation of the educational ICT games didactic in the learning activity positively influences the development of the small school.

We intend to show Um how this teaching approach illuminates some misunderstanding building mechanisms by teacher and students. While the sociological approach focuses on the interference of the cognitive, social and emotional genesis of misunderstanding, we want to focus here on the transaction dimension – between teacher and students – and the epistemic dimension to this process. Specifically, we want to show how to jointly build – by the teacher and students – an educational gap between the knowledge covered / taught and the knowledge learned / understood. In this study, we will examine the mechanisms that characterize the modification of the training set in three situations that involve different disciplines of primary school. Of course, this is not a matter of stigmatizing teacher practices that cause a loss of learning problems, but they do replace the learning game based on the knowledge of a fake, if the relationship between the teacher and students no longer works for themselves. In this sense, we will assume that these alternative games function as revealers of the unclear.

3.4 Sampling

The research concerns the subjects of the sample of high school students.

3.5 Research methodology

The qualitative research used involves a focus of several methods, aiming at an interpretative, naturalistic approach to its object. The qualitative methodology is the detailed description of the situations, events, people, interactions and behaviors observed, the use of direct quotes from people about their experiences, attitudes, beliefs and thoughts. Qualitative assessment focuses on understanding how people understand and experience the environment or the world. It has a limited scope, applicable to specific situations and experiences and is not intended for generalization in large situations. Compared to quantitative research, qualitative research uses the researcher as the primary means of data collection (for example, interviews, focus groups and observations. Also, unlike quantitative research, qualitative approach is inductive in nature, leading to the development or creation of a theories rather than testing a preconceived hypothesis theory.It is important to note that when you apply qualitative methodology for outcome-based assessment, you do not fully use an inductive approach, because you use the methodology to determine whether an intention has been identified. these, the application of the methods themselves produces indications relevant to the results-based evaluation.[8]

The first part or theoretical part was called a report. Indeed, the main objective of this part was to present the facts, in order to answer the problems and validate the different hypotheses issued. I also discovered that the game has a history of education that goes back to ancient times. This allowed us to understand that the game can be a learning advantage. I stated several aspects of the brain to find that it is a multifunctional body full of surprises. Indeed, it controls memory, allows reflection and controls almost our entire body. This part is to explain the choice of approach used, to present the experiment, the population studied, to try to explain the results obtained to validate or to reject the initial hypotheses through established experimentation. The problem of this thesis was to understand how the game would allow a better assimilation of school knowledge. In the first part, especially in chapters 2 and 3, we discovered the importance of the game for the child, his place in education, then from a cognitive point of view, we were able to discover how the brain works, different types of memory, as well as different types of information. . The conclusion of this first part was to establish a link between the learning carried out by the pedagogy and the assimilation of the knowledge for the student at the level of his person, but especially according to his identity personality. Regarding the methodology used, we preferred to orient ourselves for discussions and interviews, sometimes free, sometimes semi-directives or directives. This method allowed me to meet new people, exchange ideas, share experiences, something that seemed complicated, if not impossible to obtain through a questionnaire. In fact, during the preparation of the second part, I was tempted to propose a questionnaire, but the results that I wanted to obtain do not, in my opinion, have a significant quantitative importance. In addition, I had the opportunity to interact with other colleagues between the methods used to verify the hypotheses, the questionnaire was excluded. In conclusion, this part will present in a first chapter the various discussions and interviews carried out, and in a second chapter will be presented the experiment created on the basis of the observation principle and the constructed situation. I must admit that there is a difference between a discussion and an interview. Discussions with parents, students and colleagues were "improvised". Indeed, these discussions did not follow a course of action. The order of the questions and the orientation of the answers were not prepared in advance.[9] Therefore, the uniqueness of the various discussions, while the interviews were prepared according to a guide. This is why the interviews are presented in the form of questions and answers. The purpose of this chapter is to discover the thinking of a different educational component: the parents of the students. Any method or pedagogy is used if it is effective and used for learning, it can be practiced. For the research I used the interview technique through the Self-assessment Questionnaire of "bullying" behavior in secondary school students, between the ages of 11 and 14 years, built by Stevens, Bourdeaudhuij and Van Oost (2000), and the Aggression Assessment Questionnaire (built). by Buss and Durkee), adapted by Roseanu. The questionnaire is structured on 7 items, which try to address the problem of aggression between children and identify the triggers for such a phenomenon. At the same time we are interested in how children perceive their aggression and its manifestation after the intervention of a specialized program.

In the research conducted, we opted for the indirect inquiry, in writing, by self-administering the questionnaire, for the advantages it presents, so the subjects who answer are not influenced in their answers by the presence and attitudes of the one who administers the questionnaires, anonymity can be maintained (a condition of observance of the principle of confidentiality), anticipating that the subjects may not want to take any risk that could arise from their answers, highlighting another important aspect, namely, the freedom of thinking of the person to choose the answers

Methods used – conversation, observation, tests and evaluation tests.

In order to collect data for qualitative analysis, it generally results from field work. During field research, a researcher spends a significant amount of time in the environment in which they are investigated or examined. In general, in the concentration of several methods, we notice three types of findings are often the result of qualitative field experience; interviews, observations and documents. Each primary type of qualitative data contributes to unique and valuable perspectives on student learning in the results-based assessment process. When used in combination, a more complete or holistic picture of student learning is created.

Interviews include a series of open-ended questions that result in answers that give information about people's experiences, perceptions, opinions, feelings and knowledge. Engaging in face-to-face verbal interviews with an individual is common; however, interviews can also be conducted with a group and administered by mail, telephone or the Web. Although the questions and format may differ, an essential component of any interview is the trust and rapport that must be built with the respondents. Also, open questions can be given to students at the end of a program or event to receive prompt and immediate feedback.[10]

Observations, on the other hand, do not require direct contact with a study participant or group. Rather, this type of data collection involves a researcher providing rich descriptions of information about behavior, conversations, interactions, organizational processes, or any other type of human experience gained through observation. Such an observation may be either a participant, in which the researcher is actually involved in organizational activities, conversations or processes, or not a participant, in which the research remains outside the activity, conversation or organizational process in the field. Several methods can be used to keep a record of observations. One way is to take notes during observation; another commonly used method is to create a checklist or a heading to use during observation. The checklist or heading not only provides the observer with a set of criteria to observe, but also allows the observer to present students' progress over time and to correlate a number with a qualitative process. The school in question is considered one of the most difficult in the area. According to teachers whose renewal is important, physical aggression among students is common, verbal aggression in the classroom and frequent theft, violence is daily. The service teacher is 32 years old, of which 10 are in this college. He considers himself a "physical education activist". The class of students is, according to him, a difficult class in which the 15 students cause the disorder: "boys are especially proof of vulgarity, but also girls". He also had to channel some racist reactions from the beginning of the year. However, according to him, the students are dynamic, motivated but undisciplined (there are students who disturb other people who are attracted, these students, they have good physical abilities, maintenance skills). The teacher is very attached to her profession and, despite the difficult conditions, always exercises with pleasure. He said he was satisfied with the choice of the sample. However, the subjects have many difficulties in participation (ten fail), mainly in writing and work very little at home. In data collection, we were strongly inspired by the methodology considering learning as a result of social interactionism involving the student (s), teacher (s) and subject (s) learned, collecting protocol data, attaching information from the corpus on different elements of this triads to validate a hypothesis issued by one of them. From this perspective, we collected data from a micro-didactic point of view, we collected the data collected according to the methodology.[11]

Finally, the documents include written materials and other documents from organizational, clinical or program records, memoranda and correspondence, official publications and reports, personal journals, letters, artwork, photographs and memorabilia and written responses to open surveys. Public records and personal documents are the two main categories of documents that we could use in evaluation or research based on results. The successes of newspapers and magazines, registration and retention records, as well as court records are examples of personal records. Both types of documents can improve the overall data collected in an evaluation project. However, it is important to note that the authenticity of the documents must be determined before using them for evaluation. In addition to the documents mentioned above, many student business professionals also use portfolios, student reflections, reports, or other forms of class-based documents for collecting results-based assessment data. Again, the checklists of the criteria or fields can be used in document analysis to identify if the results are met. Note that whenever the criteria are used with a qualitative method, the process of inductive discovery is diminished and, therefore, is the true nature of the qualitative methodology. However, the documents are a rich source of information and provide an excellent starting point for any evaluation project. We have a game-based teaching approach, namely a case study that focuses on the case of some teaching situations and not on the cases of persons (teachers or students). This approach makes it possible to describe in detail what is being played in the dynamic elaboration of the didactic relationship during the ICT educational games of learning ICT. [12] In order to analyze the misunderstanding installation process, we will study revealing episodes of the gap that occurs between the initial training set, planned and implemented by the teacher, and alternative games, which some actors engage. The transactions between students and teachers, recorded and transcribed, are considered as observable traces of alternative games. Thus, we undertake the placement in a micro approach, but we place selected episodes in the context of the broader meso situations, sessions and learning sequences in which they are produced, in order to facilitate understanding. The proposed episodes are quite short, as it is a matter of bringing the analysis in when the game modification mechanism is triggered as a sign of a misunderstanding. We do not consider these examples as having a general or modeling value, but as possible examples in practice. These allow a comparative approach in the teaching process, as they relate to different situations, they have similarities in terms of the problem at hand: each example to understand how each of the other two exes works to shed light on the process. installation of alternative educational ICT computer games. The analysis of each episode will lead us to put these specific moments in the cross-examination test. The analysis of these examples of children favors back and forth between disciplinary and transdisciplinary, specific and generic, the individual and the general who founded the comparative didactics. They face the quota to identify the modeled parts, that is, generic variables to understand what the quota is specified. A form of this approach we will adopt here, is tested by these exemplary examples of a didactic concept (for us: alternative game) in a confrontation of several disciplinary perspectives and contexts of various uses. This approach allows both the refinement of the model by confronting the specific situations examined, as well as a better understanding of the specific using the generic model. In this study, the alternative game is validated by the teacher (the round of speech), which causes the students to look for a word and not a definition. As a result, they are engaged in a guessing game to misinterpret the wrongdoer. Based on a well-known logic, the regulation of student exchanges engages in the enumeration of a judicial lexicon (justice "Police", "repress", "criminal") unrelated to the object worked. This passage, therefore, indicates an avoidance of the initially planned counting operation to produce an alternative game limited to expressing declarative knowledge. This example really seems exemplary because he realizes that the reason, for students, I know history is not built, but guess randomly. In the history of the classes, students are accustomed to finding only information in the texts presented (which were done just before the passage transcribed here). Thus, one of the misunderstandings about the history of the school, which later produces the difficulty of the students in the history class, is constructed: in history, there will be only words to be learned and nothing to understand. This session is part of a sequence of comparative analysis of the mechanisms of construction of interrogative sentences: it is a question of comparing the formation of questions in French and English. The first part of the session was dedicated participatory correction a youth album consists of a series of humorous questions about the capacity of certain animals meant to resume the memory of the lexicon and to prepare the work of metalinguistic analysis. Initial grammar learning game: is to develop the rule formation syntax of closed questions in English, by tracking the word order in a series of eight questions extracted from the album and possible answers to these questions (previously developed by the class). To carry out the study, students should carefully respect the sentences and obtain a working rule. The teacher expects the students to propose a word order formulation in the interrogation sentence in English (auxiliary, subject, verb). The work is carried out in pairs. It seems that four pairs focused on the frequency of the occurrence of words in statements and not on the similarities of the composition of statements to formulate a grammatical rule. They interpreted the instruction as a request to search for recurring words (animal names perhaps) and thus transformed the learning game ja1 into grammatical inquiry into an alternative lexical tracking game. The session then continues with a grouping phase that takes the form of a discussion of the results obtained by each pair- We conducted unstructured individual interviews with two administrators (principal and vice director) and a teacher to gather an oral history of aggression prevention in the unit. school targeted for study, from the rural area. We conducted additional semi-standardized individual interviews with the same people and four other teachers; these interviews included five fundamental questions. The use of semi-standardized interviews usually involves asking predetermined questions, but it also allows the flexibility to ask for explanations, to examine more detailed details and to request personal anecdotes. We also made five unstructured observations: three classroom observations and two school observations throughout the day, with less structured periods (for example, holidays, lunch time, transitions). Observation data were recorded by handwritten and descriptive notes. Classroom observations took place while teachers facilitated classroom lessons on aggression; they were intended to assess the involvement of students in these lessons, along with the contents of the class discussions. School observations were made to assess student aggression and other disruptive behaviors, along with the methods used to prevent bullying and to manage such behaviors throughout the school.

Archive records: We also analyzed the existing evaluation data collected by the school. The archives provide a rich source of information about communities and programs and can stimulate research pathways for further evaluation. Moreover, these recordings often provide information that is difficult for observers to observe, which is particularly important in terms of harassment as it is a frequent occurrence in general, among observers likely to cause students to reduce aggression behavior. We reviewed the school's disciplinary records for the previous school year and reviewed their data from the Olweus Bullying Questionnaire, completed anonymously by high school students in the spring of the previous school year. OBQ assesses multiple aspects of aggression and victimization (for example, prevalence, forms, locations, duration, reporting, responses, feelings, attitudes) and helps to assess the impact of the Olweus bullying prevention program. Data were collected using several methods from multiple sources. As a result, our data collection design was rich in terms of triangulation. The interview data were analyzed in several ways. Unstructured interview data were synthesized among those interviewed to build an oral history of aggression prevention at Williamstown. The semi-structured interview data were analyzed by identifying common themes on the field notes taken for each interviewee. All three authors analyzed data to isolate common themes and met later to resolve conflicting conclusions. Major events and themes were also derived from observational data. A descriptive analysis of the archive recordings was performed. We examined all data from different methods, sources and analysts to assess the degree of convergence and divergence. Olweus bullying prevention program. Following the 2009-10 school year, the school administration reviewed the evaluation data for the program and acknowledged that behavioral problems decreased, but aggression remained prevalent among students. Previously, the school did not offer "proactive strategies" to achieve bullying, nor did it facilitate continuing education about aggression or a community-oriented approach to prevent bullying.

Parents are also involved. All parents are accompanied by textbooks describing the program and are expected to review it with their children and return a signed confirmation letter. An peer-to-peer mediation program was first developed in Williamstown in the mid-1990s. to manage escalating conflict among a group of students in a class. The program has been discontinued for several years and then re-established in 2010. Each year, 15-20 students are trained through five 30-minute sessions to ensure peer mediation during the vacation. Students are selected for this program based on three qualifications: strong communication skills, strong problem-solving skills and general awareness. Three students offer peer mediation during each vacation period (but not another time); he wears bright yellow vests so they can be easily identified. Students are expected to approach peer mediators if they want their help. Recession representatives will also redirect students to mediators when appropriate. The mediators follow a series of structured questions to help students in conflict reach a mutually acceptable solution. They do not mediate real cases of aggression or serious aggression. In these cases, the mediators report the incidents of school staff members, who then take over.[13]

3.6 Data presentation, processing and interpretation

The emotional development of children is related to the complete development of their sensory system. Upon receiving the various sensory information from the environment, a child experiences a series of sensations that provoke special emotional reactions (pleasant, happy, afraid, etc.). Enriching the sensory sphere of children begins with an active transfer of sensory information through news channels. visual and auditory. Positive emotions accompany the sensations during play activities, such as turning, talking, jumping and running. Early childhood programs have traditionally evaluated the emotional relationship between children and their teachers. Like many early childhood professionals, the teacher's first priority is to build a positive and emotional connection between him and the children. It is advisable to ensure that the basic needs of each child are met promptly and with love. Care must be taken that the students felt appreciated, were insured in the group and helped to feel appreciated. They need a teacher to enrich their knowledge and perception about family and school. It is advisable to encourage parents to stay for a while in the first week and we can provide family members and children with tasks to complete, pictures that can then be brought to school and shared with pride. The "book" of class that will be made from these posters will literally link together the experiences of home and school, as well as individual and group feelings, in a concrete and emotionally significant way. Early education has a long history.[14] Much of this history has been a long-standing concern with the emotional development of young children. Traditionally (although not always consciously), early childhood programs have highlighted five components related to emotion: the emotional nature of teacher-child relationships; activities to meet the emotional needs of children; open expression of feelings by children and adults; development of positive affective states and dispositions; and raising awareness of children's emotional responses. As children begin the new school year, they incorporate all these elements into their programs. In the system of pre-school institutions, various forms of social and cultural activities are actively used for the emotional development of children. These include morning activities, festivities, theaters and musical events. However, as the observations show, educators and specialists often ignore the regularity of children's psychological development and do not take into account their individual character and needs, although they are aware of the importance of social and cultural activities for the emotional development of preschoolers. The planning of regular activities, holidays and morning theaters are provided by a curriculum of a preschool unit. They activate children's emotional development and amplify their emotional experience. At the same time, the holidays do not have a proper rhythmic appearance. They are either in line with the rhythm of adults whose life is much slower than the rhythm of their children's lives, or offer an excessively intentional rhythm intended for older children. In current research, emotional well-being is traditionally defined as an indicator of the optimal psychological development of the child. From the beginning of childhood, the complete development of the child's emotional sphere is a necessary condition for their health and psychological and physical development. Doctors have shown a favorable influence of positive emotional experiences on a human body. Numerous clinical research shows that the lack of positive emotional experiences can lead to serious psychological and physical disorders. The lack of emotionality in childhood (the lack or insufficient satisfaction of the needs of recognition, love and communication, which is manifested by the lack of sensitivity, love and physical contact) disturbs the formation of the limits of one's body, as well as the self-awareness, distorts and delays a psychological development child and, consequently, leads to inability to deal with words and describes emotional experiences, differentiation and taking into account other people's feelings ("emotional insensitivity").[15] A case study was organized containing the research questions , preliminary ideas about the final research report. The collection of data from several sources was also pursued. The case study focuses on a social group (organization) describes and analyzes the relationships and activities addressing various topics such as putting into practice the strategies of change and innovation. The research methodology also focused on events, roles, relationships , analyzed human interactions , role conflicts , addressing styles . To meet quality requirements, the case study is real, the Dică reflects a situation, a process, a phenomenon, an age eniment spent in an organization or activity of a person or likely to be spent in the past or is happening in future; significantly addresses a situation with truly important, a process relevant, a complex phenomenon, an event ample spent in an organization case study must be complex, that includes a set of information crucial to make useful use of its various activities . The case study is summarized by presenting the problems identified, the history of the problems, the context , the strengths, the weaknesses , the evaluation of the problem to be studied and its definition , the evaluation, the impact, the dissemination of the results. For the applicative section, we chose as a research method the case study on a real event. The objectives of the research are to establish whether the procedure used in this case was effective and to propose alternative hypotheses for solving the crisis situation arising. The procedure corresponding to this method involved: establishing the role of the case introduced in the research according to the objectives and goals previously established; providing the theoretical framework needed to solve it; adapting the case's difficulty to the theoretical framework level and applying the method in a way that proposes future solutions in similar crisis situations. The relevance of choosing the research method can be motivated by the following arguments: The studied case represents a field for multiple observations, but also for the use of other methods (interview, social biography, etc.) necessary to gather useful information. However, the case study is not used to discover statistical frequencies in the social life, but to highlight significant aspects, useful in the scientific knowledge of the social life, including in the process of theoretical elaboration. [16]

5 activities are created for students, each involving a duration of 50 minutes. They aim to develop the emotional capacity of the student and to offer them the understanding of concepts such as teamwork, peace, compassion, but also the good management of feelings and impulsivity. The activities presented below are suitable for several age groups, depending on how they are organized, but the purpose remains the same.

Activity number 1: Sentient postman

I created a mailbox in the classroom and named it the "mailbox". The activity is created to create a pleasant atmosphere in which to spend free time after a day of classes. I should note that it is not always possible to recognize the emotions of students in time. For this reason, I set out to address in a timely manner the concerns of my students. I initially stated the purpose of the mailbox. The mailbox is a safe place where they can leave confidential messages when they need support from adults. Children who do not express themselves comfortably in writing, can leave an emoticon in the box or, alternatively, can leave the cards with feelings placed in a pile next to the box, which children can choose and write their name . The box is checked daily to decide the urgency and type of support needed by a student. At school or childcare, all children will at one time express feelings and emotions related to a task at hand or an experience that has taken place at home. When they are tired or stressed, they may show signs of frustration, anxiety, anger or sadness. Some children will be stressed out because they lose their parents or caregivers. Learning how to properly express feelings and emotions is a skill that young children need to learn.

Activity number 2. The place of relaxation

The tactic is also used by large multinational companies to boost employee productivity and work successfully. In this area, it is called the ' Relaxation Corner' and involves plants, a couch, magazines, a coffee machine, things that help increase the concentration power through pleasant little tabs. It does not involve a high cost and the results are worth the effort. In our case, in the school environment, the phrase 'sit at the corner' has a negative meaning, through the historical tradition of the Romanian schools, so I chose to call it simple: '' Quiet place ''. So I create this "quiet place" with the help of the students. This will be the place where children go to relax in breaks and reflect on how they feel. After a while in the quiet area, they will be ready to return to the large group or resume an activity. Follow the time spent in a quiet place, encouraging children to use their words to share how they feel and what they might need. I used an inflatable chair, pillows, stuffed animals, blanket, CD player and quiet music in trend, colored paper and pencils, illustrated books, coloring books. I asked the school psychologist to visit this place and for the most part I personally spent my free time here, talking to the students. This activity led to the removal of the emotional barriers between the teacher and the student.

Activity number 3. Peace ambassadors

The activity "How to be ambassadors of peace" helps children learn to make good choices, to resolve conflicts in peaceful ways and to exercise their positive skills. We created with the students a poster called: the poster of peace ambassadors, from a collage of images chosen by them to define the word: peace, to remind children of the skills they need to work in support of a safe and welcoming environment . In order to complete the activities of each month, we appointed by lot of the wishing, two children in each group or class as ambassadors of peace to exercise their abilities to achieve peace, such as the right choice, respect or help of others. . I designated the children describing their specific attributes of peace. I created a form for peace ambassadors, which I completed with the students, after a group discussion. The answers on which we all agreed were chosen and noted.[17]

Activity number 4. The Social Cenacle.

Misunderstandings at school, teasing, harassing or using inappropriate language can become a big problem if left unchecked. I decided to use a proactive attitude by using a circle to solve these problems. In doing so, we created a forum where students can share their feelings, as well as review, process and discuss ways to positively resolve conflicts. The duration of the activity of 50 minutes is not very extensive, given the complexity, but it gives me the opportunity to know the children better and allows to build stronger relationships, based on a climate of trust. At the same time, children have the opportunity to practice listening, renewing, sharing feelings, showing empathy for others, solving problems and making decisions. I shared the purpose of the circle with the children and set clear expectations so that everyone feels safe to participate. I divided the instruction sheet to each and read it to the students aloud. It contains the following: be a good listener, wait for your turn, be free to express yourself, respect the feelings and ideas of all, it is good to disagree, respect the opinion of the one who disagrees with you and last: you have the right to remain silent.[18]

Activity number 5: Theater

Tattoo characters are an excellent tool to help children discuss difficult situations and identify and express their feelings and emotions appropriately. A style that involves the Theater through the script and roles can represent specific behaviors or feelings, such as happiness, sadness, enthusiasm, anger, demandingness, timidity, assertiveness, or humility. The more personality develops in a puppet, the easier it will be for children to identify and learn from its actions. The scenario was a teamwork between all the students. Each one continued the story started by the other. At the end, the children write a note in which they promise to work on a defect that they see in them.

In closing each activity, we discussed with the children different ways of showing kindness to each other at home, in school and in their community. I must point out that the activities have been successful in relaxing the school climate by gaining trust and respect for oneself and others. We interviewed children through the focus group technique, the funnel method and the activities were evaluated by positive expressions and adjectives.

One difficulty in applying these activities was their adaptation to personality types. The Sangvinians responded without problems to each one, but the choleric had to learn from the activities that involved the peaceful expression of the feelings, while the melancholics were no longer intimidated by the bloodthirsty and choleric in freely expressing their opinions and trusting. in them. Also, the children with a phlegmatic temperament, were happy by encouraging the group to take part in activities and noticed the advantage of expanding their horizons. As adults, I am aware that they can change their personalities, or even now, following the personality test, the answers may involve a mix of personality types with the same person. Many teachers start planning theater-specific exercises with a game, arguing that this stimulates children's involvement, urges them to different ways of thinking, encourages them to collaborate, focus, gain self-confidence and others. There are other opinions in the literature that insist that the games and exercises themselves do not take place in the lesson of the plays themselves, that the best way to learn about theater is by practicing it, in the context in which the theater itself it is powerful and effective in its beneficial consequences for the emotional development of the child, there is no need to prepare the students for this through a theoretical part. There is a risk that teoia turns theatrical practice into primary classes into an overly dogmatic procedure, and the attention of children may be limited, so it is advisable to adapt the procedure to an efficiently used time. While the games themselves are not without theatrical features. Many of these contain important dramatic elements: ritual, role play, narrative, symbolic action and symbolic use of space, for example, if a game is to be used, it is important to pay particular attention to its purpose and / or function. .[19]

The advantages of using educational ICT computer games can count on the fact that they are fun and recreational for children, which leads to a better focus on the hours, they can make it clear to the children that there is another way of thinking, process used in the theater session to introduce collaborative working methods, but also to concentrate energies on a single object that creates useful opportunities for the teacher to evaluate the mood and interests of the class. Of course, the activities focus on using the students' energy for a creative purpose, but also these activities are used as diagnostics in time and space to evaluate the class, to learn about their social behavior and a safe framework in which the energy is channeled.[20] There is also the potential for overestimating the value of the game itself. It should be clear, for example, that what people learn from a trust game is that they can trust those they are working with at the time. Although we would like the children we work with to become more confident, it is useful to expose in the play that accompanies the theatrical activities and the actions that are not appropriate for their safety and the value of being skeptical. However, we could use "confidence" in the focal point of a piece where, for example, we examined when it is necessary to trust someone or how we can learn to trust someone under difficult conditions or how we can win someone's trust. – to differentiate between naivety and foresight.

Therefore, we illustrate how a play could be used in theatrical activity:

1. To create a story as a basis for the play, as a stimulus for creative writing.

2. The suspense is created in the theatrical activity.

3. Some symbols are set by the students.

4. Listening skills are encouraged and developed.

5. Roles and narratives are developed in a play and transposed into a play.

These different ways of using the game also provide several examples of starting points with the teacher in the role. "Key Keeper" is one of many games that have been used by theater teachers over the years. It is sometimes known as "Hunting and hunting". There are many versions; and, as with any game, the rules can be modified or adapted to suit participants, as presented by the teacher at the beginning of the game. Games don't necessarily have to be a warm-up activity, they can become part of the play itself – the "Key Keeper", for example, can be used as a skill test, part of dramatic fiction.[21]

Tattoo characters are an excellent tool to help children discuss difficult situations and identify and express their feelings and emotions appropriately. A style that involves the Theater through the script and roles can represent specific behaviors or feelings, such as happiness, sadness, enthusiasm, anger, demandingness, timidity, assertiveness, or humility. The more personality develops in a puppet, the easier it will be for children to identify and learn from its actions. The scenario was a teamwork between all the students. Each one continued the story started by the other. At the end, the children write a note in which they promise to work on a defect that they see in them.

In closing each activity, we discussed with the children different ways of showing kindness to each other at home, in school and in their community. I must point out that the activities were successful in the relaxation of the school climate by gaining the trust and respect for oneself and others. We interviewed children through the focus group technique, the funnel method and the activities were evaluated by positive expressions and adjectives.[22]

One difficulty in applying these activities was their adaptation to personality types. The Sangvinians responded without problems to each one, but the choleric had to learn from the activities that involved the peaceful expression of the feelings, while the melancholics were no longer intimidated by the bloodthirsty and choleric in freely expressing their opinions and trusting. in them. Also, the children with a phlegmatic temperament, were happy by encouraging the group to take part in activities and noticed the advantage of expanding their horizons. As adults, I am aware that they can change their personalities, or even now, following the personality test, the answers may involve a mix of personality types with the same person.[23] Research literature on the prevention of school dropout indicates a number of school strategies, based on the artistic factor, the theater, which have proven to support the retention of students in school. It seems that the most important activity that community and OST programs can do is to work on the components of school dropout that can be applied to settings outside of the school experience – for example:

• The recovery of school interest for children who were in danger of dropping out.

• Providing opportunities for attachment and development of social relationships with an adult.[24]

• Offers opportunities for involvement in an extracurricular activity, such as appreciation of the theatrical art and learning principles of art design.

• Providing a social and learning environment that supports and incorporates positive principles of child development.[25]

It would be advisable for the programs to review the levels of participation in the current course offerings, student feedback and observations regarding the significant relationships between staff and youth during the program. A comprehensive assessment of current teaching practices and instructional approaches would inform a process of redirecting the practice to a dynamic teaching model that engages students behaviorally, emotionally and cognitively. In addition, programs should create opportunities for engaging and sustained reflection of children through ongoing projects and portfolios.[26]

Long-term attendance can be encouraged through succession courses in a way that provides continuous incentives. For example, a first course sequence might start with role-writing, then switching to video production, then a post-production and editing course, all of which require a successful completion before following the next course. The programs could consider an emphasis on a kind of performing arts, such as spoken word or poetry, drama, comedy, dance or music (musical), to promote community dialogue related to presenting opportunities. Regarding specific programs, research suggests that programs should focus not only on providing services and activities, but also on developing and maintaining confident social relationships with colleagues and adults. One way to encourage discussions and connections between participants is to start the day with "check-ins" so that staff members are connected with how students do at school, at home and in life in general. Caring relationships with mentors have proven to be the key to maintaining the program and positive outcomes. A multi-strategy plan to ensure the impact of the program should be designed to address multiple risk factors in the areas of the individual, family, school and environment. For example, the incorporation of a guidance or counseling element in the activities of the artistic program could increase graduation rates.[27]

Previous research into arts-based programs emphasizes the critical ingredient of performance in both the public and the real world. If the programs were to adopt a performance model for their model, youth workers should pay particular attention to each course, being appropriate for presentations or performances, so that no student remains outside the performance aspect.[28] Once successful exhibitions have presented student work with positive feedback from a family audience of family, colleagues and community members, programs can take the next step to professionalize student work and increase opportunities for trust and connection. students through their participation in art competitions and at local, regional or national level of youth arts and media art festivals. As for appreciation events and ways to encourage long-term enrollment, the programs have incorporated an award ceremony at the end of the year in which each student receives a prize for his or her commitment or an individual award for improvement in certain ways, the teaching technique.

It is essential to recruit staff that reflects the characteristics of the participants in race / ethnicity and gender. The teacher or instructor should not only be professionals in their fields related to the theater industry, but must have certain personal characteristics, such as interacting and communicating well with young people at risk; the desire to mentor young people in time, both within the learned discipline and outside it; an ability to understand the different ways that young people might need (for example, different learning styles) to grow at their own pace; and a sense of passion for their art, which can be shared with students, motivating them to realize and perfect their new profession. Programs can increase the contribution of teachers and mentors by including extensive professional development on the theory and positive approaches of youth development. In addition, the programs can give teachers time to collaborate on student projects, check student progress, and help each other to maintain student involvement.[29]

The positive results of the program to reduce violence through play have stimulated other countries to tackle the problems of aggression / victimization. However, results studies have found results that are rather low or even inconsistent.

Objectives. The purpose of this study was to evaluate the behavioral effectiveness of an anti-bullying approach at school in the Romanian secondary schools.

The counseling program is focused on interactive methods to reduce violent behaviors The counseling program is focused on interactive methods to reduce violent behaviors. Regarding the counseling program realized during the research, it took place in several stages, pursuing for each certain goals and objectives determined. The intervention part consisted in the accomplishment, during several weeks with the consent of the lady teacher of some hours of counseling.

The purpose of these hours was to raise awareness and awareness of the consequences of uncontrolled, violent behavior. We used within this intervention materials specific to emotional intelligence, to control emotions, theoretical and practical data of an assertive behavior.

I wanted to involve the students as much as possible in games, stories, role-playing games, always juggling with different methods all adapted to the age particularities of the students

The compulsion to respect social norms starts from the time of raising and educating children. The collective habit is transmitted through education from generation to generation, thus giving the members of society the security and stability

The title of the project used will be: "Let's expose violence". The purpose will be to identify the appropriate methods and means of intervention in the case of school violence, with the final target being to reduce violent acts in schools. Activities from the counseling project will be based on self-knowledge and interaction with others

At the first meeting I will carry out an activity based on distinguishing positive and negative behaviors.

Topic of activity "Plus or Minus"

The objectives of the activity: to distinguish positive and negative behaviors in personal relationships

Duration of the activity: two weeks

Materials used: plus or minus game cards, pencils, colored markers.

Because at this age the game has to be an activity that is as attractive as possible and adapted to the particularities of the age, I used the game as an interactive method.

During this first activity each student will receive a card with the game (Appendix 2) following the rules of the game personalization questions related to the positive behaviors that have been called plus behaviors and the negative behaviors called minus to make students aware of the existence of negative or positive behaviors.

The discussion with the students will focus on the emotions they feel when they are subjected to negative behaviors, the reaction they often have in the case of such behaviors.

Important in this activity will be the knowledge of the difference between the positive behaviors that I will call "plus behaviors" and negative behaviors that I will call "negative behaviors".

The second meeting will consist of discussions about negative and positive emotions, their consequences and the ways in which we can control them.

The theme of the activity: "The Wheel of Emotions"

Objectives : development of vocabulary related to emotions

Duration: one week

Materials used: a wheel made of cardboard, divided into 12 equal parts comprising a state of mind

In this activity I will use as an emotion sheet and the emotion wheel as materials

For the game "Wheel of Emotions" I will use a cardboard dial that will have an indicator arm; divided this dial into 6 equal parts can be stopped randomly next to the symbol of an emotion (example: happy, angry, angry, scared, worried, proud using and also the notes on which are drawn figures (faces) that show different emotions or the respective emotions are written

The discussions will aim at clearly expressing what an emotion means by describing the emotions they experience either positive or negative and how they know how to manage their emotions. In this activity I will consider the fact that at this age students cannot express clearly a negative or positive emotion.

To raise awareness of the external influences of the entourage on the students, I will use as an imaginary character a robot asking some students to perform the actions that a robot does to exemplify the fact that sometimes the behavior also depends on the actions of others.

The discussion will focus on their behavioral choices, whether they should behave like a robot listening to what others say or choosing behavior based on what they feel and what needs to be done to respond to challenges.

In this activity I will try to emphasize the importance of evaluating the behaviors that benefit both them and others in order to understand the importance of appropriate behavior in various situations.

At the end of the activity students will receive a feedback sheet to note what they have learned in this activity, how and when they can use what they have learned and what they can change in them. The third meeting will be about, passivity, aggression and bullying because the students knew very little about the term bullying I insisted on what this term means and what it implies.

The third meeting will focus on the violent behaviors that have been observed within the student body and implicitly within the school.

Activity theme : What does violence look like?

The objectives of activities antithrombin : awareness of the consequences of violent behavior

Materials used: flip chart, files.

To begin with, I will use an activity in which for them they will have to choose the words appropriate to the drawing acceptance, irony, threat, harmony, offense, indulgence, respect, beating, understanding, friendship, anger, theft.

I will continue the discussion about violence also insisting on the term bullying because at that age the students did not know the term bullying for that reason so I will insist on what is bullying.

I will start the activity with a game in which they will draw how they see violence, draw their violence and their face in the context of conflict situations.

Because some of the students are creative, they will make drawings that illustrate some cartoon characters, the discussion being focused on the cartoon and the negative characters about what draws them to the respective characters they appreciate in their behavior, also illustrating the influence of the media on the behavior. Each student must imagine that he or she gets into the skin of the favorite character from favorite cartoons, movies or stories. In the character description they will make a description that the favorite character would make (How does the favorite character see me?).

The description will include both physical characteristics and character traits, aptitudes, personal qualities, specific behaviors.

The last meeting entitled "We are different" will consist of practical games aimed at increasing the cohesion of the group, raising awareness that some behaviors can sometimes lead to violence.

The objectives of the activity: to understand that people are different

exclude comparison with others and accept diversity

Materials used : colored paper and pencils

power point presentation "Mototolita paper"

Duration of the activity: two weeks

At the beginning of the activity I will present the story with "The scrap paper based on which we will debate the ideas in the story, to raise awareness of the consequences of aggressive behavior.

I will also use case studies, role-playing games, situations in which I have to identify various types of behavior. In this activity students will actively participate by giving examples of aggressive behavior, harassment, telling even some incidents to which they themselves took part to illustrate the existence of violent behaviors within the school.

At the end of the counseling project, I will use an activity evaluation sheet to include impressions and opinions regarding the whole activity.

Research stages: For this study, an experimental experiment was used before / after the test, which included a control group. Three groups were established. The first group, Treatment with support, involved students from schools that implemented a school-based anti-aggression intervention, with additional support from the research group. The second group, Treatment Without Support, also involved students from schools that implemented a school-based anti-bullying program. However, unlike those in the first condition, this group of schools was unable to turn to the research group for additional help. The last group involved students from schools that did not implement the anti-aggression program and served as a control condition. Variation analyzes of the repeated measures were performed.

It is worth mentioning that during the present research I applied the same questionnaire twice:

1. Pre-experimental – before using a counseling program focused on interactive methods to reduce violent behaviors

2. Postexperimental – after using a counseling program focused on interactive methods to reduce violent behaviors

Starting from the data collected from the questionnaires applied to the small intervention carried out in the research, it took place in several stages, pursuing for each specific goals and objectives.

We followed the knowledge and the interaction with the students the discussions were based on self-knowledge and the methods were adapted to the age particularities regarding the emotional development.

The results of the evaluation study confirm that a school-based anti-aggressive intervention strategy can be effective in reducing aggression issues, especially in the gymnasium. It was claimed that the developmental characteristics of secondary school students interfere with the results. In addition, the results did not reveal additional effects of the training sessions. The findings regarding the effects of school-based anti-bullying intervention programs on the extent of aggression and victimization have shown a mixed pattern of positive changes in rural secondary schools. The findings regarding the effects of external support revealed limited results.

[1] Cristea, S, Studies of general pedagogy , EDP. Bucharest, 2004, p.52.

[2] Ionescu M., – Modern Didactics , Dacia Ed., Cluj, 1995, p.103.

[3] Wright R, John L, Sheel J. Lessons learned from the National Arts and Youth Demonstration Project: A longitudinal study of a Canadian after-school program . Journal of Child and Family Studies. 2007; 16: 49-59.

[4] Ardelean, A., Mandrup, Didactics of skills training . "Vasile Goldiș" University Press, Arad, 2012, pp.91-105.

[5] Golu, Mihai, Dynamics of personality , Bucharest, Editura Geneze, 1995, p.18.

[6] Constantinescu, E. Filipeacu, V., Csengeri. E, Designing the content of education (coordinator Iulian Mica). EDP, Bucharest, 1977, p.79.

[7] Getova-Dimitreva, I., Implementation of the Game Models and Strategies in Education. International Journal of Scientific Footprints. 3 (2): 1-7, 2015, http://scientificfootprints.com/wpcontent/uploads/2015/05/SF-2014-43.pdf

[8] Dumitriu, C., Psycho-pedagogy of the game . Bacău: Alma Mater. 2011.

[9] Prensky, M., Fun, Play and Games: What Makes Games Engaging, In Digital Game-Based Learning , Chapter 5, McGraw-Hill, New York, 2001.

[10] Whitton, N., The place of game-based learning in an age of austerity, Electronic Journal of E-Learning, 10 (2), 249-256, 2012.

[11] Cucoș C., – Pedagogy and axiology , Polirom, Iași, 1995, p.55.

[12] Rumberger RW. Why students drop out of school. In: Orfield G, editor. Dropouts in America: Confronting the graduation rate crisis. Cambridge, MA: Harvard Education Press; 2004. pp. 131–155.

[13] Rumberger RW. , op.cit. 199.

[14] Marian Beaver, Babies and Young Children , ed. City Guills, UK, 2004.

[15] Steven E. Gutstein, Rachelle K. Sheely, Relationship Development Intervention with Young Children , ed. Jesica Kingsley, London, 2016, p.99.

[16] Uma Sekaran, Roger Bougie, Research Methods for Business: A Skill Building Approach , ed. Willey, London, UK, 2016, p.174.

[17] http://www.learningpeace.com/

[18] http://www.goodcharacter.com/

[19] Irwin, K, The role of the arts in menial health . Design for the Arts in Education, 1983 43-17.

[20] Monica Prendergast & Juliana Saxton, eds., Applied Theater, International Case Studies and Challenges for Practice . Briston, UK: Intellect Publishers, 2009, p. 7.

[21] Ann Redington, Christine (December 1979). "Theater in education : a historical and analytical study" (PDF). University of Glasgow: 10–460.

[22] http://www.goodcharacter.com/

[23] http://www.learningpeace.com/

[24] Wright R, John L, Sheel J. Lessons learned from the National Arts and Youth Demonstration Project: A longitudinal study of a Canadian after-school program. Journal of Child and Family Studies. 2007; 16: 49-59.

[25] Rumberger RW. Why students drop out of school. In: Orfield G, editor. Dropouts in America: Confronting the graduation rate crisis. Cambridge, MA: Harvard Education Press; 2004. pp. 131–155.

[26] Mead S. The truth about boys and girls. Washington, DC: Education Sector; 2006. Available at: http://www.cpec.ca.gov/CompleteReports/ExternalDocuments/ESO_BoysAndGirls.pdf .American Psychological Association Zero Tolerance Task Force. Are zero tolerance policies effective in schools? An evidentiary review and recommendation. American Psychologist. 2009; 63: 852-862.

[27] Ersing RL. Building the capacity of youth through cultural arts community: A positive youth development perspective. Best Practices in Mental Health . 2009; 5 (1): 26-43.

[28] Weitz JH. Coming up workshop: Arts and humanities programs for children and youth at risk . Washington, DC: Chairman's Committee for the Arts and Humanities; 1996. http://www.eric.ed.gov/PDFS/D410353.pdf .

[29] Catalano RF, Berglund ML, Ryan JAM, Lonczak HS, Hawkins JD. Positive youth development in the United States : Research findings on evaluations of positive youth development programs. Annals of the American Academy of Political and Social Science. 2004; 591: 98–124.Rumberger 2001

Chart no. 1: Age

We observe from the chart no. 1 the age distribution of the proposed sample, so we see the classification between the age of 10 and 14 years. The category of 13.6 years-14 years is the largest, representing the control group for the main study focused on 12 students of the fourth grade.

Following the recording of the answers offered by the respondents to the questionnaire applied in the pre-experimental stage, the data obtained were quantified and subsequently centralized tabularly and graphically represented for each item separately.

Therefore in the case of the first item, respectively the horse that aimed to identify the manifestations of verbal violence, the following centralized data were recorded in Table 1 and graphically represented in Graph 2

Chart no. 2. Gen

From chart no. 2 we observe the distribution by gender of the chosen sample, so we will see how the category of boys is predominant.

Table 1. Age and sex distribution of the sample

From table no. 1 we observe the distribution of the sample chosen according to age and sex, so we see that there are 54 girls, 13 with the age between 10.6 years-11 years and 13 with the age between 11.6 years-12 years, as well as the interval 12 , 6-13, with difference of 2 girls more in the last interval: 13.6-14 (approximate, no student in the sample not being 15 years old), and in the case of boys we see that they belong to all age categories, being a total of 86, of which 21 from the first 3 categories and 24 from the last.

Analysis and interpretation of data from the pre – experimental stage

Table no. 2

Table 2. The results obtained regarding the manifestation of the verbal violent behavior.

Graficul nr. 3

The results obtained regarding the manifestation of verbal violent behavior.

As can be seen from the presented graphical and table data, the manifestation of the violent behavior manifests itself on 4 levels respectively, boys frequently.

Tabel nr. 3

Table no. 4

The results obtained regarding the manifestation of the violent behavior expressed in tens of percentages – using figures from 0 to 12, the maximum (method taken in the subsequent tables).

Graficul nr. 6

As can be seen from the presented graphical and tabular data, the manifestation of physical behavior manifests itself on 4 levels, respectively 10% participant, male never resort to violent physical behaviors, 20% of them, all female sometimes call , 40%, of which one girl and 30% boys often, 40% girls and 30% boys frequently.

Analyzing these data, it is found that the male persons resort with a high frequency to these categories of physical behaviors, while the female persons investigated are included in the whole axis of evaluation from sometimes to often.

Tabel Nr. 5

Graficul nr. 7

As can be seen from the presented graphical and table data, the manifestation of antisocial behavior manifests itself on 4 levels, respectively 10% male participants never resort to such behaviors, 50% of them, 20% female and 30% male. men sometimes call 40%, of which 20% girls and 20% boys often and 20%, all boys frequently.

Analyzing these data, it is found that the male persons resort with a high frequency to these categories of behaviors, while the female persons investigated are included in the whole axis of evaluation from time to time.

Tabel Nr. 6

Rezultatele obținute cu privire la manifestarea comportamentului antisocial

Graficul nr. 8

As can be seen from the presented graphical and table data, the manifestation of the violent behavior manifests itself on 4 levels, respectively, fewer girls admit that they never resort to violent behavior of a psychological nature, and the boys say that they resort to this behavior very often.

Analyzing these data, it is found that the male persons resort with a high frequency to these categories of behaviors, while the female persons investigated are included in the entire axis of evaluation from never to very often.

There is no doubt that technology is engaging and motivating young people. However, this benefit is only an advantage to learning if the activity is effectively aligned with what needs to be learned. Therefore, the pedagogy of using technology is important: how, rather than what. With the help of computer and digital technologies, there is a recurring and specific challenge in understanding and applying research evidence, because it takes time to produce solid evidence in education and the rapid pace of technology change makes this difficult to achieve. In this regard, the conclusions of the synthesis indicate the following general trends: • Collaborative technological use (in pairs or in small groups) is usually more efficient than individual use, although some students, especially younger children, may need support in efficient collaboration. • The technology can be used very effectively as a short but focused intervention to improve the learning process, especially when there is regular and frequent use (about three times a week) over a term (5-10 weeks). Sustainable use over a longer period is usually less effective for improving performance. The correct and useful use of technology can be particularly effective in reaching the lower level of students or those with special educational needs or those from disadvantaged backgrounds, providing intensive support to enable them to deal with their peers. In the interventions investigated, technology is best used as a supplement to ordinary education and not as a substitute for it. This suggests caution in how technology is adopted or incorporated into schools. • Earnings tested for achievement tend to be higher in math and science (compared to literacy, for example), although this is a gene moreIt is relevant in meta-analysis and may be at least partially a measurement artifact. In literacy, the impact tends to be greater in writing interventions compared to reading or spelling.

The training and professional development of teachers is an important component of successful approaches. At least a full day's worth of support or approaches based on professional inquiry-based investigations seem to be the most successful. The implication is that such support should go beyond teaching skills in technology use and focus on the efficient pedagogical use of technology to support teaching and learning goals. In general, the key implication is that technology is only a catalyst for change. What do teachers or students actually do, leading to an improvement in learning? Focusing on change (and the process of change) in learning is essential in supporting effective use. Recommendations 1. The motivation of the impact of digital technologies on teaching and learning should be clear: • Will learning work more efficiently, more effectively and more intensely? Will technology help them learn more, more deeply, more productively? Or can the teacher support the students more effectively or more effectively? The role of technology in the learning process needs to be identified: • Will it help students to have access to learning content, to teachers or colleagues? Will the technology itself provide feedback or support feedback more effectively from others? 3. Technology must support effective collaboration and interaction for learning: • The use of computer and digital technologies is usually more productive when it supports collaboration and interaction, especially student collaboration or when teachers use it to support discussions. , interactions and feedback. 4. Teachers and / or students should be supported in developing the use of digital and computer technologies to ensure the improvement of the learning process. Skills training is usually not enough to support teachers and students in achieving the best results from technology. Continuous professional development and support for assessing the impact on learning will be needed. Therefore, it is important to carefully identify what will be replaced or how technological activities will be complementary to what students will typically learn.

The present study examined the association between the perceptions of the elementary school teachers about the class factors and those of the school, with the reports of the behavior of the students' problems. Using three-level hierarchical modeling techniques, we examined the relationship between teacher reports on problem behavior and classroom behavior patterns (prosocial behavior, concentration problems, and academic competence), teachers' reported use of classroom behavior management strategies, and perceptions of the school climate. The demographic elements of the students and teachers, as well as the inherent structural characteristics at the individual, classroom and school level were also taken into account. We hypothesized that while for individual students Differences t (eg, gender, ethnicity) would explain much of the variation in teacher reports on problem behavior, classroom behavior, behavior management strategies, and school climate perceptions. further this relationship. In addition, it was envisaged that classrooms with higher rates of prosocial behavior and academic competence and with less concentration problems would have a significantly lower rating of problem behavior. Also, teachers who reported behavioral management strategies would also report fewer problem behaviors. Finally, we hypothesized that teachers who perceived their school as a positive and supportive working environment would report fewer problem behaviors among their students. The purpose of this study is to inform our understanding of the extent to which the classroom and school climate influence the variation in teachers' perceptions of student behavior problems. Having a better understanding of these factors will highlight which areas mental health doctors and researchers should integrate into professional and classroom development based on prevention programming.

The data come from a longitudinal study of prevention models in school. A number of 12 students (4th grade). Special education classes were excluded from analyzes because the behavioral and emotional needs of these students are likely to differ from their general education peers. However, students who had an individualized education program but were enrolled in a general education class were included in the analyzes. The sample was roughly divided by gender (52% boys, 48% girls) and equally dispersed by competencies. The two racial-ethnic groups in the current study of students were white (48%) and black (44%), the remaining 8% being classified as "others". Most of the teachers who participated in the study were white%) and girls (92%). About 43% of teachers worked at the current school for 1-5 years, 17% worked there for 6-10 years, and 40% worked there for over 10 years. The classroom ranged from 8 to 31 students, with an average enrollment of 20 students. Schools ranged from 223 to 791 (M = 472, SD = 135), 48% in suburban communities, 41%, and 11% in rural communities.

Behavior management in class 1.78 (0.23) .40, 2.00

Average prosocial behavior 4.75 (0.57) 3.21, 6.00

Medium concentration problems 2.66 (0.52) 1.00, 3.98

Average academic experience 3.25 (0.53) 1.63, 5.00

School demographics (N = 37)

Urban 15 (40.5%)

Suburban 18 (48.6%)

Rural 4 (10.8%)

Rate of students and teachers 21.15 (4.84) 13, 31

% FARMS 43.14 (19.37) 7, 77

Student mobility 23.04 (10.10) 7, 48

Faculty turnover rate 14.54 (12.19) 0, 67

School climate 3.05 (0.24) 2.64, 3.61

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Note. Prosocial behavior, problems of concentration and academic competence are measured by the observation of the teachers on the list of adaptation to the class (TOCA-C); Class management is measured by the Effective Behavior Support Study (EBS); The school climate is measured by the organizational health inventory (OHI), the total score (OHI); FARMS (free and reduced food rate).

According to Cook, any process that meets the following assumptions can be transformed into a game, activity can be learned, player actions can be measured, feedback can be delivered to the player in a timely manner. From these assumptions, the game instructions are directly indicated. One of the most popular means of teaching the role of ICT through the student's motivation is to implement the PBLs (points, achievement badges and Leader boards) in the gamified process (Huotari & Hamari, 2012), adding both the reward factor and the factors. competitive. Furthermore, teachers or tutors are advised to organize content and activities according to the following guidelines: Allow for repeated expansion – learning activities should allow students to repeat experimentation to reach a goal.

Including fast feedback cycles – immediate feedback helps students improve their strategy and achieve greater chances of success in the next test.

Adapting tasks to skill levels – good games help players realistically estimate their chances of success, different levels of goals tailored to students' skills improves their motivation. Improving task difficulties, along with students improving their skills – adapting tasks to the level of qualification of each student, improves their expectations regarding successful completion of the task. Splitting complex tasks into shorter and simpler sub-tasks – this helps students deal with the complexity of tasks.

Offering different paths to success.

Incorporating the activities of rewarding and recognizing students by teachers, parents and colleagues – being rewarded and evaluated, promotes the social status of students.

To answer the following questions regarding the role of the didactic game:

1. Does the role of the didactic game through ICT in order to obtain the motivation of the student have a strong influence on the participation of the students?

2. How does the addition of simple game elements influence the overall performance of students? the experiment was proposed.

The first group (non-gamefied) was taught using traditional teaching methods, both theoretical and practical, such as lecturing, lab work, tests and so on, while the other (gamified) was educated using the gamified course. . This means that, in addition to the traditional elements of the class (for example, courses, tests), several game elements mentioned in the previous section were introduced in the gamified group. The expenses lasted the entire academic semester.

Each student in the gamified group earned points for completing several simple tasks. The number of points earned depends on completing a task (such as attending classes) or on the actual performance of students (such as writing tests or completing the final project). The list of tasks and points associated with them is presented in

Table 16: List of points assigned to complete the tasks in the studied group

Technological development of game elements, such as innovative ways of interacting with players, including augmented reality, linking other systems and services such as social networks, communication channels, GPS and so on in games leads to a new and more game experience. enriched. The number of players of all ages, genres, and ethnic and cultural backgrounds has increased significantly in recent years due to the expansion of social and mobile online educational ICT computer games for smartphones and tablets. And many of these players are indigenous to digital games, people who grew up on the computer, and video games (Emeli, 2012; Simoes et al., 2013).

Research indicates that people play games not so much for the game but for the experience that the game creates: an adrenaline rush, a vicarious adventure, a mental challenge. Each experience offers the opportunity to have one or more different types of fun during the game. Therefore, it is worth considering the implementation of game elements and mechanics in the learning process, in order to increase their attractiveness and increase the students' engagement.

By definition, the process of applying game thinking and the mechanics of educational ICT IT games in a non-game context is called the role of the didactic game. This notion is used to improve user engagement and experience.

The use of computer game elements to increase the benefit of non-game applications dates back to the 1980s. Although the concept was first explored in the field of marketing, especially as a tool for customer involvement or to persuade users to use the application in Correspondingly, the potential for its application has recently been extended to other areas, such as health, environmental protection, business, government or education.

Education is an area with high potential for applying the concept of the role of the didactic game, as it aims to promote the motivation, commitment and certain behaviors of people. But this leads to the following questions: can it be used to make the learning process more attractive? In addition, what game elements can be used to improve student involvement in the learning process? Will it add game elements, mechanical or dynamic, to the teaching process to improve student outcomes?

The research on the role of the teaching game through ICT in order to obtain the student's motivation starts in the 1980s through the works of Malone and

Studies indicate that the role of the didactic game can address well-known aspects of online learning. Due to Liaw's research, its potential benefits can be addressed by the lack of student motivation related to the limited ability to interact with the teacher, as well as with classmates in e-leaming. The comparable results, which indicate the increase of the motivation and the performances of the pupils as a whole, were also presented in the experiment of using the plugin of the role of the didactic game through ICT in order to obtain the student motivation for the e-leaming platform in a university course.

The potential benefits, challenges and potential conflicts of implementing an achievement system in higher education are explored. The studies presented the gamified learning process in which most of the activities are taken in reality, while the supported computer system is primarily used to discover and validate the activities, to track the progress and to communicate and collaborate with other players. Accordingly, the work of Sheth and others presents the prototype of the hypomponential platform called HALO, which uses MMORPG motifs to increase student engagement and learning throughout the software development lifecycle (HALO encourages students to test their code with a range of software. quests).

Although, the framework of the role of ICT play in achieving student-social motivation was designed and tested for K-63 learning environments, which merits attention because of the adoption of randomization principles to motivate students to improve their skills, as well as to improve their skills. motivated teachers and parents to reward student progress.

The dynamic model of game learning: The main idea of this model is based on the correlations of four primary factors (curiosity, challenge, fantasy and control). The model presents the significant positions of four primary factors on the equation for educational effectiveness.

In the studied group, if the student failed a test or failed to pass it, he received negative points as a punishment. During the semester, each group was given three voluntary bonus tasks, so that in the gamification group it allows students to get extra points and in the non-gamified group – the extra marks, without penalties for not completing it. At the end of the semester, each student received a final grade depending on the class system used in the Polish higher education system. The marks range from 2.0 (failure) to 5.0 (best score) with a step of 0.5. In order to obtain the lowest graduation rate, a student obtained 50% + 1 of all possible points. But the final grade was also gifified – an ersatz of the board was implemented – the highest level was given only to the student with the best score, 4.5 was awarded to students with the second and the third and so on.

The results of the experiment show some minor and significant differences regarding the presence of the students and the performance between the traditional groups and the group group.

First, the gamified group has a larger presence than the traditionally led group. The gifted group was better motivated to attend the class because their participation had a direct impact on the final score. Second, students in the gamified group tend to assign voluntary tasks more frequently than students in other groups, despite the fact that those tasks were distributed throughout the semester. This confirms that the accomplishment of these tasks was a voluntary act caused by a competitive factor, not by the necessity of obtaining a minimum of points for the passage to classes.

Table no. 17. The evaluation results single country

Moreover, significant diversity was observed in terms of student performance. In the beginning, students from both groups tend to have the same presence and obtain a similar distribution of the grade, while at the end of the year most students in the gamified group failed the last exam. Despite the high level of participation and the number of additional projects carried out, the final results show that the motivation of the students decreased until the end of the semester. This may be due to the knowledge of the current position of the student in the ranking. People with lower results were not as motivated to work as people with higher positions on the list, because only the best score was awarded with the highest rank. Thus, students who have collected enough points to pass, but have been aware that they are not able to keep up with the best are not as motivated as people who are below the threshold (which still needs to be passed). to fight to pass) or at the top of the leaderboard (who are interested in getting the best score). The experiment should be extended to a larger group to examine students' attitudes before and after the course, as well as whether students tend to compete with each other.

Moreover, the use of IT support tools for presenting students' achievements is considered. The achievement system could facilitate students' access to their scores, promote personal achievements (as part of promoting the social status of students) among colleagues, as well as increase competitiveness throughout the course. Also, the concept of integrating the gamified courses with the existing e-learning platform seems promising, although the e-leaming platform has the mechanism implemented for collecting, measuring and validating student activities. In conclusion, the experiment showed promising results. The gamification elements can be implemented in the learning process, as they seem to have a positive impact on at least certain factors, such as participation in the course or voluntary tasks. However, maintaining high-level motivation throughout the course has become a challenge, so stronger motivational mechanisms should be considered.

Teacher perceptions of student behavior: The study of behavior was measured by the teacher's observation of adaptation to the class classes three subscale scores: problem behavior, concentration problems and prosocial behavior. The problem The behavioral subscale scores were the primary measurement of the result of this study (M = 1.90; SD = 0.83). This subscale is made up of nine items (e.g., "Breaking rules", "Stealing others", "Schoolmates", Cronbach's Alpha (α) = .92). Prosocial attitude was measured by four items on TOCA-C (for example, "I like classmates", "It's friendly"; α = .88). Items were scored such that higher scores reflected more prosocial behavior (M = 4.80, SD = 1.00). The subscale problem concentration consists of seven elements (eg, "Stay on task", "Pay attention"). All items except one ("It's slightly distracting"; α = .96) were reversed so that higher scores reflected more concentration problems (M = 2.64, SD = 1.10). Academic competence was obtained from a single element of the TOCA-C form completed by the class teacher. The teachers were asked: "Compared to other students in this class in this school, it is the academic performance of this child …" with excellent, very good, good, correct and poor answer options. Scores ranged from 1 to 5, with higher scores reflecting poorer academic performance (M = 3.24, SD = 1.23).

Middle class and school behavior: In order to evaluate the perceptions of the teachers on the behavioral patterns of the students in the classroom and at school, the average of the TOCA-C subscales of proper behavior and concentration problems were calculated. An average of the class on the problem behavior subscale was not used because the individual scores of the students on the scale were used as the main dependent variable and, thus, this variable at the class level would have been very predictive for the result. On the contrary, the class averages were calculated by the Summary Student (M = 4.75, SD = 0.57) and the Concentration Problem (M = 2.66, SD = 0.52) and the division of the total with the enrollment in the class . Similarly, school environments were created by summing students' scores on prosocial behavior (M = 4.75, SD = 0.24) and concentration problems (M = 2.66, SD = 0.23) and dividing by enrollment. at school.[1]

Classroom behavior management: The study of the support of the efficient behavior was used as a measure of the classroom management systems. This 11-item teacher report evaluates the general use of positive behavioral strategies in the classroom (for example, expected student behavior and routines in classrooms are affirmed positively and clearly defined, problem behaviors receive consistent consequences; directly taught). Teachers evaluate each point on a 3-point scale (instead, partially in position or not), with higher scores indicating that more class strategies are successful (M = 1.78, SD = 0.23). The scale demonstrated adequate internal consistency (α = .83) and was used in previous studies as an indicator of classroom management.

School climate perceptions: Teachers' perceptions of school climate were assessed by the organizational school health version (OHI, Hoy & Woolfolk, 1993), which includes 37 items measured on a 4-point scale (1 = rarely appears at 4 =) . These include: "The principal discusses classroom problems with teachers", "The teachers in this school are each other" and "The teachers express themselves proudly in their school". Higher values indicated a more favorable climate (M = 3.05, SD = 0.24). The general OHI score was used for the current study and demonstrated moderate to high internal reliability (α = 0.73 to .95).[2]

Student and student demographics: The demographic variables of students (grade, gender and ethnic identity) and teacher demographics (gender, ethnicity and number of years of teaching) were obtained through a teacher report or data accessible through the State Department from Maryland. Because the sample consisted largely of Caucasian students, the ethnic identity of the students was coded with all other ethnicities.

Rate of students / teachers, enrollment in school, urbanity (urban, suburban or rural location), turnover of faculties (percentage of new faculty in that year school), mobility of students (sum of percentage of students moving and percentage of students who move moves out of school that school year) and student poverty (the percentage of students receiving free or reduced-cost meals [FARMS]) was obtained from the Maryland Department of Education for the school year. Table 1 provides means, standard deviations, and intervals for school-level variables. The data were collected from the teachers through a package of individually addressed surveys. The teachers completed a short list of demographic studies and behavioral assessment for each student. The inquiry packets were sent in bulk to the school and distributed to the school staff. To ensure confidentiality, teachers completed the study materials in their time and returned the materials directly to researchers through the US mail. Each questionnaire package for teachers included a small incentive, with an approximate value of less than a dollar (e.g. disposable pen, marking). The staff response rate for self-report materials was 78%, while the completion rate of TOCA-C was 91%. The staff provided active written consent, while student participation was covered by passive parental consent. The institutional review board of the institution of the principal investigators approved this study.

Given the entrenched nature of students in classrooms and schools, linear hierarchical modeling (HLM, Raudenbush & Bryk, 2002) was used to examine primary research questions. All multilevel modeling procedures were performed using HLM version 7. To meet the purposes of the study, a series of three models were developed. Model 1 examined the effects of individual covariates at student level on reports on problem behavior (ie gender, race, grade, academic competence, prosocial behavior and concentration problems). Model 2 examined the association between student problem behavior and non-malleable variables at the class level, including class (percentage of boys, percentage of black students, enrollment in studies) and teacher demographics (gender, ethnicity, number of years of teaching) as well as level. of school (student-teacher report, enrollment in school, urbanity, turnover of faculties, student mobility and FARMS). The final model (Model 3) examined the relationship between the behavior of students' problems and the malleable factors of the classroom and school (behavioral patterns at the classroom and school level, school climate, behavior management strategies). As mentioned above, the main purpose of the current study was to examine the relationship between teachers' perceptions of student behavior after taking into account significant demographic variables at the individual, class and school level. Thus, classroom and school behavior patterns and school climate variables were tested in the final model after controlling for all other significant variables. The variables were added systematically due to the interactive nature of the school systems. Significant randomized coefficients (p <.05), at level 2 or 3, were retained in subsequent models. If the fixed effect of a variable was significant, it was subsequently tested in the slope equations.

To determine the degree of variability in teachers' perceptions of problem behavior within and between classrooms and schools, intraclass correlations (ICCs) were calculated using the unconditioned model, which does not contain predictor variables (Raudenbush & Bryk, 2002). CPCs were calculated to be 0.802 for students in classrooms, 0.164 for classrooms in schools, 0.034 for schools. The chi-square tests for this unconditioned model indicated significant differences in teachers' perceptions of problem behavior between classrooms (χ2 (429) = 1997.56, p <.001) and schools (χ2 (36) = 102.15, p <, thus motivating Modeling differences between classes and schools A random coefficient model was used to evaluate the relationship between student covariates and teacher perceptions of problem behavior. Gender, race, academic status, academic competence, prosocial behavior and student concentration problems were significantly related to the reports of problem behavior (Table 2). The random effects of these co-variables were also significant at class level (p <.05), except for sex. At school, the results showed non-significant random effects for all variables (p> .05) It should be noted that the addition of student covariates i in the equation at the student level significantly reduced the amount of deviance present in the model, so that 65% of the variation of the average behavior of the problems at the individual level was explained by adding covariates of the selected students. The plausible value estimates were calculated to determine how many classrooms vary in racial differences, as well as social and academic functioning. The difference between teachers' perceptions of the problematic behavior of black and white students ranged from -0.053 to 0.411, depending on the class. The differentiation effects for academic competencies (-0.034, 0.214), prosocial behavior (-0.834, -0.040) and concentration problems (-0.070, 0.512) all suggest that there are considerable differences between classrooms and that further modeling was warranted.

Class covariance and school characteristics and final model

Model 1:

Covariates Student Model 2:

Class and school

Structural

Model 3 features:

Class and

The climate of the school

Fixed effects Non-standardized coefficient (standard error)

Reference range 1.887 (0.030) ** 1.891 (0.018) ** 1.890 (0.016) **

Level 1: Student

Male 0.105 (0.016) ** 0.106 (0.015) ** 0.103 (0.016) **

Other ethnicity 0.192 (0.022) ** 0.192 (0.021) ** 0.190 (0.021) **

Academic competence 0.082 (0.009) ** 0.082 (0.009) ** 0.080 (0.009) **

Prosocial behavior -0.428 (0.018) ** -0.430 (0.018) ** -0.432 (0.018) **

Concentration problems 0.213 (0.013) ** 0.213 (0.013) ** 0.212 (0.013) **

Level 2: Classroom

% Black in class 0.002 (0.001) ** 0.001 (0.016) *

Management of class behavior -0.013 (0.001)

Prospesional Behavior Average -0.325 (0.036) **

Focus on average problems 0.198 (0.035) **

Level 3: School

FARMS 0.002 (0.001) * 0.002 (0.001) *

School climate -0.145 (0.048) *

Random effects of variation components

Black, r2 0.032 ** 0.033 ** 0.025 **

University professor, r3 0.008 * 0.008 ** 0.008 **

Prosocial behavior, r4 0.051 ** 0.052 ** 0.051 **

Concentration Prob, r5 0.026 ** 0.026 ** 0.027 **

The level 1 effect is 0.185 0.185 0.186

Level 2 effect, r0 0.147 ** 0.139 ** 0.064 **

Level 3 effect, u00 0.011 ** 0.003 * 0.001

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* p <.05.

** p <.001.

Class and school characteristics

Student body characteristics (percentage of boys and black students, student mobility and FARMS), teacher demographics (race, gender and years of teaching at this school) and school characteristics (student-teacher ratio, enrollment, school, turnover) added as covariates in the model. At the grade level, the percentage of black students (non-standardized coefficients [coefficient] = 0.002, p <.001) was significantly related to higher levels of problem behavior. At school level, FARMS was significant (coefficient = 0.002, p <.05), suggesting an association between SES student body and problem behavior reports. Surprisingly, none of the demographic variables of the teachers was significant.

After the model was tested within the model, student covariates and demographic characteristics of the student body, teachers and school, classroom and school-level averages for prosocial behavior, concentration problems and academic competence were tested, as well as and climate management and school behavior. At the classroom level, the average prosocial behavior and the problem of concentration were significantly associated with the teachers' perceptions regarding the individual behavior of the students; however, academic competence was not. The teachers reported the use of behavior management principles in the classroom was insignificant (see Table 2). At the school level, none of the behavioral environments was significantly related to the reports on problem behavior. The school climate was significant, so teachers working in schools with a positive school climate tended to report fewer problem behaviors in the classroom (coefficient = -0.145, p <.05). The final step in the modeling process was to reduce the variance in the individual covariance equations of slopes at the class level. The only significant variable was the average prosocial behavior of the classroom in the black slope equation (coefficient = -0.129, p <.001). The estimated variants of the final model of the study suggest that there was a significant reduction in the proportion of variation of teachers' perceptions of problem behavior at all three levels. Variations for the final 3-level model were calculated to be 0.186 for students in classrooms, 0.065 for classrooms in schools, 0.001 for schools. Thus, comparing this with the unconditional model, the model at the student level was reduced by 65% after taking into account the demographics of the students and the social and academic functioning. The estimated variance of the class level showed a 41% reduction once the demographic data of the students and the behavioral averages of the class were taken into account. Similarly, the variation in problem behavior between schools was reduced by 95% by the variations in the school climate. Finally, the problematic behavior of racial disparity was significantly mediated by the average prosocial behavior in the classroom and represented 23% of the variation of the equation of inclination of the black behavior (the variation components were reduced from 0.0325 to 0, 0251).

Reducing the behavior of students' problems is a common concern of teachers and teachers in the field of mental health, as they interfere with the achievement of the students, as well as with the general climate of the school. However, the bureaucratic and often complicated nature of schools makes it difficult for school mental health researchers to identify the factors that contribute to student behavior. The current multilevel study investigated teachers' perceptions of the behavior of elementary school students through an ecological lens, taking into account individual, classroom, and school factors. Of particular interest was the identification of malleable variables that influence the classroom and school climate, which were significantly associated with teachers' perceptions, beyond the individual characteristics of students and teachers. The ICC calculation indicated that 80% of the total variance of the ratings of the teacher behavior was between the students in the classrooms, 16% between the classes in the schools and 3% between the schools. These are similar to those reported in previous school effectiveness research (Rumberger & Palardy, 2004; Thomas et al., 2008), which suggests that, while individual characteristics of students have the greatest influence on teacher behavioral ratings, there is evidence that the characteristics of the school system must be examined when the teacher's perception is foreseen.

Classroom climate and problem behavior: After controlling for student demographics and individual behavior assessments, classroom behavior patterns were significantly related to teachers' perception of students. Specifically, teachers tended to perceive students more positively when the other students in the classroom performed well (for example, one friend of the other, performing tasks). Also, classrooms with more students who behave prosocially tend to have smaller differences between problem behavior scores of young black and white. On the contrary, teachers' perceptions of students in the context of a more difficult classroom for behavior tended to be more negative. Given the current study of teacher perceptions, it is unclear whether student behavior was, in fact, worse in these classrooms or if teachers perceived it to be more problematic when other students also behaved in the classroom. off-task behavior. Although the current study used a cross-sectional design, the findings are in line with previous work examining the behavioral trajectories of young people in classrooms with more problematic behavior. Longitudinal studies show that the effects of classrooms with more behavioral problems could be cumulative, so that students in classrooms with high levels of aggression and disruptive behavior for two or more years present the highest risk for subsequent antisocial behavior. Thus, the prevention activity of the school can focus on reducing antisocial normative beliefs in the whole class and promoting the help behavior. Also, educators looking to reduce problem behavior may want to use a step-by-step approach, so that classroom-level social skills programs are used in combination with individual recommendations for individual treatment for mental health for high-risk youth. Unlike the behavior patterns of the class, the use of the behavior management model by the teachers was insignificant in the final model (Table 2). It is possible that teachers who reported the use of behavior management in the classroom did so because they had a class with behavioral difficulties; so we should not reduce the value of teachers' use of behavior management strategies. Because the study used only one time point, the data do not consider whether the management system was developed before or after detecting problem behaviors. It is also unclear whether the teachers actually used the practices they reported having "in place" in the classroom when they encountered behavioral problems. With both observational data and data from teachers, as well as data from two time intervals in the school year, it would be useful to separate the impact management strategies on youth.

The climate of the school seems to be an essential factor in the way teachers perceive student behavior. Other studies have found that teachers who characterize the school as having confidence, cooperation and openness among staff, students and administrators tend to see their students' behavior even more positive. Schools can model positive interpersonal behavior by encouraging staff to form positive relationships between them, which, in turn, can influence students' academic achievements, concern for others, and manifestations of prosocial behavior. A key component of the successful implementation of the school program was the ability of teachers to create care, respect and support relationships with the school administration. Furthermore, previous research suggests that positive staff relationships appear to be even more important among schools with low-income and minority populations (Brown & Medway, 2007). Taken together, these results highlight the importance of schools that create settings where student-teacher relationships can flourish and staff can communicate openly with one another.

The only other variable at school level that had a significant connection with the teacher's perception of problem behavior was the percentage of students receiving FARMS. This suggests that the general body of SES students warrants attention, as young people attending schools with a higher proportion of low-income families tend to demonstrate more problematic behavior. This is consistent with previous research highlighting the relationship between student poverty and increased aggression rates and poorer behavioral functioning (Thomas et al., 2006). The association between SES and behavior may be linked to the fact that poor schools lack adequate resources (for example, textbooks, computers, banks) or funding for prevention programs in schools. Classrooms and schools with limited resources negatively affect both teaching staff and students, which may increase the likelihood of student problem behavior. In conclusion, further research is needed to understand how SES students affect teachers' perceptions of young people with high and low disruptive behavior and how variables influence behavioral changes over time. It is important to consider some limitations in interpreting these findings. The current sample came from 37 elementary schools in the state of Maryland. While the sample was drawn from rural, suburban and urban communities, it may not be representative of elementary school-age youth in the United States. Thus, the results cannot be generalized to all students and teachers in all communities. The study focused specifically on the behavior of problems among elementary students, so that the results do not generalize to middle-age and high school groups. The significance of the contextual factors of the classroom and the school is likely to differ for young adolescents due to frequent changes in the classroom and different social dynamics in terms of development. Consequently, the influence of the school climate on student behavior should be tested using an adolescent population. The current study focused on the main effects of risk factors at student, classroom and school level. Further studies should aim at exploring interactions within and across borders to separate these relationships. The study had a cross-section in design, so that a causal relation cannot be deduced from these data. Further research is needed using both longitudinal trial models and randomized studies in order to orient the association between student problem behavior and school context variables. In addition, the variables included in the analyzes were largely based on the teachers' self-evaluation report, so it is possible that social desires or other personal biases influenced the ratings. For example, the scores in the EBS study reflect teachers' perceptions of their own classroom management strategies and do not reflect the observed teacher's behavior. Future studies should aim to include a wider range of data sources (eg observational data, peer nominations) to address these potential limitations. Furthermore, further multilevel research is needed, using multidimensional scales that measure different aspects of classroom behavior patterns. For example, the prosocial behavior of students can be further explored in terms of emotional regulation, empathy, and peer bonding. Also, the inclusion of data documenting students 'responses to teachers' instructional practices (for example, general or specific praise, opportunities to respond), and student-teacher relationships from both perspectives would better inform prevention and intervention programs on school base.

Students enter the school with a combination of internal and interpersonal strengths and weaknesses that influence their academic success and behavioral functioning. Schools must provide equal learning opportunities for all types of students, regardless of gender, race or social-emotional skills. However, the researchers did not identify classroom factors and school climate regarding teachers' perceptions of student behavior problems. From the individual point of view, the variability of the teacher's perceptions about the disturbing behavior can be attributed to the differences from student to student. However, based on the current study, the demographic variables of the students do not work alone. In fact, it was found that average behavior in the classroom refers to how teachers perceive the behavior of individual students. These results highlight the importance of classroom-based programs that enhance students' social skills and their social and emotional abilities, while reducing unwanted behaviors such as physical aggression and harassment. For example, Good Behavior, Checking Class, and Roots of Empathy play are programs designed to enhance prosocial behavior and reduce aggressive classroom norms. However, further research is needed to determine for whom and in what contexts prevention efforts are most effective in reducing problem behavior and strengthening prosocial behavioral norms.

The current study also provided support for programs aimed at improving the overall school climate. In addition to the structural characteristics of the school and its surrounding neighborhood, teachers 'perceptions of climate were positively related to how they viewed their students' behavior. Schools may want to use school-wide prevention programs that set rules and expectations for student behavior and promote positive behavioral expectations, thereby changing social norms within classroom settings. An increasingly prevalent model of prevention, positive behavioral interventions and supports has shown to significantly improve staff members' perceptions of disruptive behaviors and suspensions in the school climate. A three-tiered prevention model, such as PBIS, would address both school-related needs for connecting students, teachers, and administrators, but would also provide staff-specific management skills that could contribute to behavioral reform. antisocial in the classroom. Consistent with the ecological model, the current findings emphasize that classroom factors and school climate play an important role in how teachers perceive student behavior. Therefore, prevention and intervention efforts should take a multithermal approach to effectively address behavioral concerns. Programs focused on reflecting normative beliefs while using skills-building techniques may be most appropriate for improving school behavior. The current findings also refer to the need for annual school climate assessments to monitor teachers 'and teachers' perceptions of problem behavior and wider school functioning. Through the process of data collection, schools can better identify school problems and subsequently adapt professional developments to fit these areas of needs identified by staff. Taken together, it is essential that research on school effectiveness includes multi-level methodology to extend the understanding of the entangled nature of students within school organizational systems.

Six interviews were organized with discussion groups for each of the ten participants. More specifically, the recruitment of participants was done at random. Forty students and twenty teachers were invited after six months of using the compressed devices in the classroom organization. In order to select the participants with different opinions, we chose not to accept the voluntary participants. Initially, six boys and six girls aged 10-14 were selected from the list of students and invited to join a focus group interview. Due to practical problems, the school board has twice selected ten teachers who met the criteria proposed by the same gender, years of experience and the course they offer (a variety of courses). Finally, two of the twenty teachers did not attend. In conclusion, from the focus groups, twenty teachers (n = 18); twelve pupils between the ages of 09-14 years (n = 20). For each discussion group, a 90-minute semi-structured interview was conducted to investigate participants' initial perceptions after six months of using the compressed devices. Specifically, the exploratory questions were divided into four categories: introductory questions, questions about teaching practices, questions about learning practices and final questions. Teachers as well as students were asked the same basic questions. These questions are partly inspired by the conclusions that argued that the following conditions must be met to integrate technology into the classroom; namely the role of the teacher (research question 1), the need for professionalization (research question 3) and the need for tailored approaches to teaching and learning (research question 1 and 2). Finally, the e-capacity model, which focuses on the role of teachers (question 1) and school conditions (research question 3), was considered during the elaboration of this focus group study. This model was developed by adding the learning aspect (research question 2) and the students' perceptions. Based on the three research questions, the information gathered in the pedagogical practical section of the interview can be used to answer the first research question. In addition, the information in the section on learning practices was related to the second research question. Finally, the information gathered in the introduction and the final questions were related to the third research question. In other words, by conducting this study of the discussion group, we want to examine the perceptions of teachers and students regarding the implementation of tablets, with an emphasis on the role of teachers and teaching practices, the impact on learning practices and ICT – as well as the necessary school conditions. for the proper implementation of tablet devices.

Regarding the role of researchers, they played a neutral role and acted as moderators of the conversations. To encourage conversation and integrate the tablet device into the study, the Socrative application, a student response system, was used. Participants were able to vote and respond to statements. When enough data was collected through the tablet device, a discussion took place. All interviews of the discussion group were recorded in video format and all conversations were transcribed. The transcribed conversations, the sources of this research, were uploaded into the software "NVivo", a computer software package for qualitative data analysis, for which a coding scheme was developed, with a special focus on three research questions proposed. Each respondent received a personal code, which was used in the NVivo coding system. Based on the three research questions proposed, three coding themes were selected. Data with emphasis on the didactic aspect were selected under a single theme, while data from the second research question (learning aspect) are selected for the second topic. Finally, the same information collection procedure was used whereby the third coding theme included data that focused on the conditions required for the implementation of tablet devices in classrooms.

The data were analyzed using a two-step procedure. In the first phase of data analysis, all the coded data from each focus group study were pooled and a vertical analysis or a case analysis was applied. This led to the creation of a case-specific report that would organize and present both the statistical and interpretive data of each focus group study in the same format using a fixed set of paragraphs. In the second data analysis phase, the results of the vertical analysis of each focus group study were subjected to a horizontal or a cross-sectional analysis, in which the six focus group studies were systematically compared for similarities and differences. To protect the quality of interpretive data in both vertical and horizontal analyzes, the interpreted results were presented to the teachers involved to allow feedback. In this study, the answers introduced in the Socrative application were triangulated with the data from the discussion group interview to support the seriousness of the explanations of the research results. This research is in accordance with the general ethical protocol for the scientific research of the University of Ghent. According to their rules, no other requests were needed to the ethical committee Psychology and Educational Sciences for counseling, as this research project did not contain a medical prejudice. This study is carried out in a school, where the decision to introduce tablets in the classroom was made independent of this study ch. According to an agreement signed between the school and parents or guardians, as provided in the school regulation, the host institution is responsible for the participants and has the right and obligation to terminate any participation in the interest of the minor. In addition to this informed consent between the school and the parents, we sent a letter of information to all participants. All relevant information about this study was adequately explained. In this newsletter, we offered an opt-out option for involvement in this study, if you would not agree with the configuration of this study. We declare that this is an independent research in which the authors have not received funding from commercial institutions. According to the ethical scientific research guidelines of the Ethics Committee of the University of Gent, all data were stored anonymously. The authors do not have a potential conflict of interest.

Results

The results are reported after the three research questions.

RQ 1: How do teachers and students teach the role of the teacher after the introduction of compressed devices in the classroom? In other words, what are the consequences for teaching practices?

To answer the first research question, both students and teachers described two types of teaching styles that occurred during the process of implementing compressed devices, these teaching styles were labeled by researchers as "instrumental instructors" (67%) and "(33%). The results indicate that teachers' perception of compressed devices has an impact on their teaching practices." Instrumental teachers "are defined by researchers and described by participants as those who have not changed. the beliefs about their role after the tablet was implemented in the classroom and, therefore, have not drastically changed their teaching style, and they believe that the device has a purely instrumental value, because there is no need to reserve the computer lab or we copy additional worksheets. These teachers continue to perform their role in the same way as before, stating that the only difference is the replacement of the manual by the tablet. In conclusion, these teachers use tablet devices for teaching and learning, while the participants labeled: "a book behind the glass". All students state that, apart from using word processing applications, such as PDF Expert, little time is spent on didactic applications. In addition, students and teachers argue that the latter have begun to have more control in the classroom. Teachers seem to fear losing control of the classroom due to the presence of compressed devices, as these teachers feel that students are tempted to browse social networking sites and play games. Some teachers indicated that they had difficulty moving from their central place, in front of the classroom, to a role in which they had a less dominant function. In other words, and surprisingly, data analysis has shown that the implementation of innovative technology has determined teachers to play an instrumental role in becoming more conservative. This instrumental behavior could be explained in several ways. First of all, most of these teachers said they were disappointed with the lack of material, as many publishers are unable to track or offer digitally adapted material, causing teachers to feel pressured to take over the role of authors. Secondly, some teachers mentioned the high volume of work, due to the lack of adequate material and the speed of implementation. Thirdly, instructors generally have a traditional view on education, in which they play a central role in the distribution of knowledge. In addition, due to the novelty of the implementation of tablets and the pioneer of the school, the teachers stipulate that many professional courses cannot be taken. As a result, these teachers continue to use tablet devices in a traditional way. Fourth, these teachers argued that many students are distracted from the Internet, which is easier to access. Finally, some teachers are uncertain about exactly how tablet devices have added value. As a result, "instrumental teachers" do not seem to have the desire or energy to create innovative courses.

In contrast, "innovative teachers" are those who have adopted the role of coach. Both teachers and students indicated that the use of tablet devices has changed the teaching style and a wider range of learning activities could be organized (for example, multimedia integration and the development of interactive exercises). These teachers prefer to use more didactic applications than text processing and emphasize the need to reflect on the connection between the purpose of the lesson and the specific application. Teaching and learning should be understood as processes of active learning through application that mobilize students' learning processes (ie applications to practice content or search the Internet for information). They reported that they realized that learning through the didactic use of tablets meant a shift from traditional teacher-based education to the individual use of devices compressed by students. They also believe that different teaching or, as the researchers call it, "digital teaching", namely content should be provided through devices. So-called "innovative teachers" have given up the traditional idea that learning takes place through a teacher who fills the mind of a passive teacher with the help of the blackboard. They have a different view on the learning process; and states that learning, although compressed devices should allow students to negotiate content, rather than simply helping students learn the facts through wheels. Teachers argue that these tools facilitate higher-order thinking and reasoning and that realistic lessons can be offered for students to learn in an active way. In other words, the data indicate that the innovative behavior of these teachers is associated with the need to rethink teaching practices. Such teachers argue that their changing role makes teaching quite exhausting on the one hand, but more interesting on the other. As the preparation of the course is more intense and puts teachers under pressure, the teachers stipulate that it is an investment for the future. Students will learn how to deal with mobile technology in a responsible way, which is an important skill in our modern technological age. Teachers point out the importance of preparing students for a constantly changing world, in which technology is an integral part of society. These teachers believe that the introduction of compressed computers in secondary education is a good way to start this process because it facilitates a transition to an active student-centered learning practice. Finally, these teachers were proud to be working for one of the first schools in Belgium to try this "new" type of learning, distinct from traditional learning.

What are the perceptions of teachers and students about this change in learning practices?

Regarding the second research question, both teachers and students appreciate the added value of compressed devices, referring to ease of use, speed of access to different learning materials, the ability to instantly search for additional information, pictures and to integrate the notes, as well as reducing the weight of previous heavy school envelopes. These are all the instrumental benefits of these new learning practices, which the researchers label as an "all-in-one" device. Moreover, as most students have reported, compressed devices make learning more interesting. data analysis shows that, in particular, younger students (between the ages of 11 and 14) are more positive about using compressed devices in school, in particular, based on Socratic data, 14 of the 20 students from this school ages have reported that learning was boring before the introduction of tablet computers, in contrast, most older students tend to print course material, use keyboards for writing, and are more critical of using tablets for learning. of the 12 students of this age stated that, in addition to the added value of using the tables to cessation of multimedia, general learning capacity has not increased. These students indicated the problem of less presentation of the course content and the major distracting problem. The teachers also mentioned these disadvantages as a concern. Because a distinction can be made between instructional and innovative teachers, it can be concluded that older students tend to have a classical view of learning practices as compared to younger students. However, it seems that the role of teachers also has an impact on learning practices. Both students and teachers said that if teachers integrate the tablet in a meaningful way (adopting the role of an innovative teacher), deep learning could be achieved. Innovative teachers said that learning through these devices could open more doors; elements of the students' daily lives can be integrated, which promote meaningful learning. The introduction of compressed devices has facilitated a transition from "learning by heart" to learning through multimedia, social media and integrating the personal world of children, all of which make learning more meaningful. Finally, as almost all students and teachers show, a great benefit of using compressed devices for learning is that students seem to be more inclined to collaborate and share information with each other. Both teachers and students (between 09 and 14 years old) stated that by using applications such as iMessage and Facebook, students set up online networks and discussion groups spontaneously. In addition, more than 75% of the students indicated that the ability to ask their colleagues' questions helps their learning process. However, a small number of teachers and students said they had concerns about this transfer of social contact in the digital world. In addition to improving communication between colleagues, communication between teachers and students is more commonly reported. In addition, one of the central problems of tablets for student learning is the blurring of the boundary between school and recreation. The participants argue that the traditional learning context between the walls of the school has now expanded to a digital learning environment, which allows children and adolescents to access content anywhere and at any time. This change has both positive and negative aspects. While some participants indicated the benefit of this type of "extended" learning (ie, learning that is not limited to the physical school context), others encountered difficulties with this unclear limit. In addition, some teachers questioned the need to respond to emails from students after school hours, while some students emphasized the temptation to play games or talk with friends when they should study. In conclusion, see figure 3 for a few examples of comments on learning practices.

What are the perceptions about the conditions that underpin these teaching and learning practices?

Referring to the final research question, the results of the interviews in the discussion group showed that additional support is needed for teaching and learning practices. This need is classified by researchers in two prerequisites, namely the material conditions and the need for professionalization, and should be taken into account when integrating tablet devices into schools. First, as already mentioned in the first research question and that most of the interview time was spent discussing the necessary support and the obvious lack of adequate teaching materials, using the potential and design of compressed devices. Teachers and students report the feeling of being somewhat abandoned by publishers, who lag behind and offer, as the researchers call it, the "behind the glass" material, rather than adapted teaching materials. In this context, teachers who have not yet taken on the role of innovative education are somewhat confused. If publishers are unable to provide tailored digital materials, teachers said they are pressured to take over the role of real authors, which leads to high loadings and a general skeptic attitude toward integrating compressed devices into their courses. This attitude seems to be one of the most important obstacles hindering the proper integration of the tablet device. In addition to inadequate teaching materials, teachers highlighted the speed of large-scale device implementation, which caused teachers to experience increased workload. It was a quite "challenging" choice for the school board to implement the tablet on the first day of the school year, without knowing if publishers would follow. With such a sudden change, not every teacher was given the time to master the use of the device itself, and some failed to find a balance between learning with the device and the model model for the outside world. Secondly, the use of tablet devices requires a fast Internet connection and, if problems arise, the flow of the lesson is interrupted. In interviews, technical and Internet problems were reported during the courses, which was disappointing for both students and teachers. Frequently encountered issues included sites that would not open or applications that crashed. However, because students have easy access to the Internet, many teachers complained that their students played online games. The final condition of support is the need for professionalization. The results show that while students aged 10-14 are indifferent to teachers' need to develop professionally, older students have become skeptical about the digital competence of teachers. These students believe that teachers should attend training courses, including information on techniques and applications that promote interactive learning. In other words, teachers need to develop appropriate skills so that course content can be optimally distributed through compressed devices. Teachers expressed mixed opinions about their need for professional development. Innovative teachers are considered to be qualified tablet users and declare that it is their responsibility to provide training and to share their experience with other schools. Regarding the need for training, the instructors expressed two opinions. While some felt the need for further instruction, others felt that they simply did not have any energy and therefore had no desire for further training. In addition to the need for training, students and teachers indicate that a strong and competent IT team would contribute to the success of this academic innovation.

First of all, the purpose of this study was to discover the perceptions of important stakeholders regarding the use of compressed devices in secondary education. While the investigation of perceptions is necessary to analyze the use of technological innovations in education, there is a lack of specific research that goes further than relatively short research, including the influence of novelty on the introduction of compressed devices. In addition to the need to investigate teachers' perceptions; the perspective of students in secondary education remains under-researched. More research is needed to unpack the potential of these devices, more specifically research that goes beyond sales hype. Thus, it is desirable to examine the perceptions of teachers and students after a considerable time of intensive use of tablets. As the results for the first research question have shown, this study confirms that perceptions of any educational innovation will influence its practical integration and that teachers are the key to the successful implementation of technology in schools. Indeed, the results of the current study indicate that teachers using compressed devices can be differentiated into two categories, which has clear consequences on teaching and learning practices. In this context, we called "constructive teachers" as "innovative teachers". Innovative teachers try to move from an innovative teacher-centered approach to an innovative learning-focused approach, integrating educational applications into courses. "Behavioral teachers" are defined in this study as "instrumental teachers".

Teachers who see the instrumental benefits of the tablet and seem to maintain the traditional way of teaching, even when using tablet devices, because it essentially ends with a simple "book behind the glass". In addition, these two types of teachers may be correlated with Welliver's training transformation model. Instructor trainers can be linked to teachers, who have been stuck on tablet use without a fundamental change in teaching and learning approaches, which use technology as a functional enhancement to improve the learning process.

Innovative teachers can be linked to the highest level of technological integration, while teachers use compressed devices to transform learning, which opens up teaching and learning practices that were previously unthinkable. Taken together, the results show that the introduction of innovative technology seems to provoke conservative practices among teachers with an instrumental vision, as they adopt a strict role and offer traditional courses with a tablet device. This is to some extent contrary to the general intention of introducing tablet devices; Instead of revolutionizing education, the tablet strengthened the old educational structures. In other words, to do a lesson in a traditional way, with tablet devices, the "old" teaching model is strengthened. This consolidation underlines the importance of switching to digital didactics if the tablet device is integrated so that it can be used to its full potential during lessons.

Secondly, the findings regarding the second research question of this study confirm the educational potential of these devices, such as Internet browsing, spontaneous collaboration and multimedia use for a better understanding of the course content. The results confirm that the compressed devices include learning activities that were not previously possible, which makes the device an advantage for the learning process. Students in this study reported that, in particular, innovative teachers use tablet devices to provide authentic learning experiences and where they can build and share knowledge in an environment rich environment, which is consistent with the few research available. However, both students and teachers (innovators) also noted that the introduction of compressed devices involves a change in learning, for which not all students are prepared. Younger students seem to be more flexible about learning through devices, while it is difficult for older students to change their study habits. This opens the way for further research. Third, the fact that older students in this study advise teachers to improve their teaching skills to master their compressed devices is a new phenomenon in the literature. This finding highlights the importance of taking into account students' perceptions when investigating the introduction of new technologies in education.

Fourth, in response to the third research question, more attention must be paid to the prerequisites that will ensure the development of innovative teachers, by providing appropriate learning materials and an adequate IT infrastructure. Most teachers reported that they were dropped by publishers because of the lack of appropriate teaching material for the compressed devices. If publishers are unable to track or provide adapted digital materials, teachers are under pressure to take on the role of university authors, which in turn generates a great deal of work and ambivalence regarding the integration of compressed devices into courses. . The decision makers should take into account the lack of adequate teaching materials, as this deficiency will be an obstacle for schools to successfully implement this technology. Therefore, publishers also have a certain responsibility in facilitating the success of these educational innovations. Without proper equipment, many teachers will use the device in an instrumental way.

Fifth, more attention should be paid to the professional development (formal and informal) of the teachers in order to support them in this educational reform. This finding may be related to the e-capacity framework that describes that educational change depends on important variables at the school level, such as an appropriate ICT support team, infrastructure and professional courses for teachers. The introduction of new technologies in education generates a simultaneous need for professionalization. As mentioned above, the role and skills of the teacher are essential to the success of this innovation; adapted teaching materials and equipment are essential in this regard. Apart from professionalization and the need for adapted teaching materials, teachers need time to become familiar with these new devices. In conclusion, this study shows that there must be certain conditions of support when implementing technological educational tools. Moreover, an educational policy that provides adequate training for teachers, attention to digital teaching, adapted teaching material and technical and pedagogical support will stimulate the recognition by teachers and students of the potential of the devices compressed in education. In conclusion, policy makers and educators should consider the potential pitfalls mentioned in this study, so that lessons can be learned to ensure easier implementation of this technology in the future. Avoiding these traps will facilitate the development of new teaching and learning practices in line with the needs of the current digital age.

Limitations and additional research: Apart from qualitative research being an excellent way to gather in-depth information about perceptions, some limitations may be formulated. For example, data are collected from several individual cases and are based on first-person perspectives. However, we believe that these findings have added value for the research world in many respects and that they can be transferable to other innovative regions. In addition, only participants' perceptions are examined in this study, while these results provoke teaching practices and the development of learning materials in future research, it would be interesting to investigate the impact of these tablets on teaching and learning practices. Further empirical research is needed to gain a deeper perspective on the impact of modern technology on teaching and learning. Future research will be conducted to answer didactic questions such as: how should tablet devices be implemented in classroom contexts and the use of compressed computers increases student motivation and achievement? Research on this topic is still an unexplored area, requiring in-depth studies.

. Most of the studies involved the college-student learning stage (38.4%); the next largest group was elementary students (33.9%). More studies used learning-oriented software (62.7%) than general purpose software (34.5%). Portable devices (including PDA, mobile phone, iPod, MP3 player, digital pen, pocket dictionary and classroom response system) were the most studied hardware (72.7%), followed by laptops (21.8% tablet PCs). and e-book reader). Most of the studies were established in ssroom customs duties (50.0%), followed by outdoor arrangements (15.5%) and unrestricted settings (16.4%). Regarding the teaching methods, the most frequently studied was the self-directed study (30.9%), and the most frequent duration of the intervention studied was> 1 month and ≤ 6 months (32.7%), followed of> 1 week and ≤ 4 weeks (25.5%) and ≤4 hours (20.9%). Finally, language arts were the most frequently approached (34.7%), followed by science (22.9%).

Reducing the behavior of students' problems is a common concern of teachers and teachers in the field of mental health, as they interfere with the achievement of the students, as well as with the general climate of the school. However, the bureaucratic and often complicated nature of schools makes it difficult for school mental health researchers to identify the factors that contribute to student behavior. The current multilevel study investigated teachers' perceptions of the behavior of elementary school students through an ecological lens, taking into account individual, classroom, and school factors. Of particular interest was the identification of malleable variables that influence the classroom and school climate, which were significantly associated with teachers' perceptions, beyond the individual characteristics of students and teachers. The ICC calculation indicated that 80% of the total variance of the ratings of the teacher behavior was between the students in the classrooms, 16% between the classes in the schools and 3% between the schools. These are similar to those reported in previous school effectiveness research (Rumberger & Palardy, 2004; Thomas et al., 2008), which suggests that, while individual characteristics of students have the greatest influence on teacher behavioral ratings, there is evidence that the characteristics of the school system must be examined when the teacher's perception is foreseen.

Unlike the behavior patterns of the class, the use of the behavior management model by the teachers was insignificant in the final model. It is possible that the teachers who reported the use of behavior management in the classroom did so because they had a class with behavioral difficulties; so we should not reduce the value of teachers' use of behavior management strategies. Because the study used only one time point, the data do not consider whether the management system was developed before or after detecting problem behaviors. It is also unclear whether the teachers actually used the practices they reported having "in place" in the classroom when they encountered behavioral problems. With both observational data and data from teachers, as well as data from two time intervals in the school year, it would be useful to separate the impact management strategies on youth.

School factors and problem behavior

The climate of the school seems to be an essential factor in how teachers perceive student behavior. Other studies have found that teachers who characterize the school as having confidence, cooperation and openness among staff, students and administrators tend to see their students' behavior even more positive. Schools can model positive interpersonal behavior by encouraging staff to form positive relationships between them, which, in turn, can influence students' academic achievements, concern for others, and manifestations of prosocial behavior. For example, it was found that a key component of the successful implementation of the school program was the ability of teachers to create care, respect and support relationships with the school administration. Moreover, previous research suggests that positive staff relationships seem to be even more important among schools with low-income and minority populations. Taken together, these results highlight the importance of schools that create settings where student-teacher relationships can flourish and staff can communicate openly with one another.

Classrooms and schools with limited resources negatively affect both teaching staff and students, which may increase the likelihood of student problem behavior. In conclusion, further research is needed to understand how SES students affect teachers' perceptions of young people with high and low disruptive behavior and how variables influence behavioral changes over time. While the sample was drawn from rural, suburban and urban communities, it may not be representative of elementary school-age youth in the United States. Thus, the results cannot be generalized to all students and teachers in all communities. The study focused specifically on the behavior of problems among elementary students, so that the results do not generalize to middle-age and high school groups. The significance of the contextual factors of the classroom and the school is likely to differ for young adolescents due to frequent changes in the classroom and different social dynamics in terms of development. Consequently, the influence of the school climate on student behavior should be tested using an adolescent population. The current study focused on the main effects of risk factors at student, classroom and school level. Further studies should aim at exploring interactions within and across borders to separate these relationships. The study had a cross-section in design, so that a causal relation cannot be deduced from these data. Further research is needed using both longitudinal trial models and randomized studies in order to orient the association between student problem behavior and school context variables. In addition, the variables included in the analyzes were largely based on the teachers' self-evaluation report, so it is possible that social desires or other personal biases influenced the ratings. For example, the scores in the EBS study reflect teachers' perceptions of their own classroom management strategies and do not reflect the observed teacher's behavior. Future studies should aim to include a wider range of data sources (eg observational data, peer nominations) to address these potential limitations. Furthermore, further multilevel research is needed, using multidimensional scales that measure different aspects of classroom behavior patterns. For example, the prosocial behavior of students can be further explored in terms of emotional regulation, empathy, and peer bonding. Also, the inclusion of data documenting student responses to teachers 'instructional practices (for example, general or specific praise, opportunities to respond), and student-teacher relationships from both sides' perspectives would better inform prevention and intervention programs. school base.

Students enter the school with a combination of internal and interpersonal strengths and weaknesses that influence their academic success and behavioral functioning. Schools must provide equal learning opportunities for all types of students, regardless of gender, race or social-emotional skills. However, the researchers did not identify classroom factors and school climate regarding teachers' perceptions of student behavior problems. From the individual point of view, the variability of the teacher's perceptions about the disturbing behavior can be attributed to the differences from student to student. However, based on the current study, the demographic variables of the students do not work alone. In fact, it was found that average behavior in the classroom refers to how teachers perceive the behavior of individual students. These findings highlight the importance of classroom-based programs that enhance students' social competencies and their social and emotional skills, while reducing unwanted behaviors such as physical aggression and harassment are programs designed to enhance prosocial behavior and reduce aggressive classroom norms. However, further research is needed to determine for whom and in what contexts prevention efforts are most effective in reducing problem behavior and strengthening prosocial behavioral norms. The current study also provided support for programs aimed at improving the overall school climate. In addition to the structural characteristics of the school and its surrounding neighborhood, teachers 'perceptions of climate were positively related to how they viewed their students' behavior. Schools may want to use school-wide prevention programs that set rules and expectations for student behavior and promote positive behavioral expectations, thereby changing social norms within classroom settings.

Consistent with the ecological model, the current findings emphasize that classroom factors and school climate play an important role in how teachers perceive student behavior. Therefore, prevention and intervention efforts should take a multithermal approach to effectively address behavioral concerns. Programs focused on reflecting normative beliefs while using skills-building techniques may be most appropriate for improving school behavior. The current findings also refer to the need for annual school climate assessments to monitor teachers 'and teachers' perceptions of problem behavior and wider school functioning. Through the process of data collection, schools can better identify school problems and subsequently adapt professional developments to fit these areas of needs identified by staff. Taken together, it is essential that research on school effectiveness includes multi-level methodology to extend the understanding of the entangled nature of students within school organizational systems.

Statement of ethics

This research is in accordance with the general ethical protocol for scientific research. According to their rules, no other requests were needed to the ethical committee Psychology and Educational Sciences for counseling, as this research project did not contain a medical prejudice. This study is conducted in a school, where the decision to introduce tablets in the classroom was made independent of this study. According to an agreement signed between the school and parents or guardians, as provided in the school regulation, the host institution is responsible for the participants and has the right and obligation to terminate any participation in the interest of the minor. In addition to this informed consent between the school and parents, we sent a letter of information to all participants. All relevant information about this study was adequately explained. In this newsletter, we offered an opt-out option for involvement in this study, if you would not agree with the configuration of this study. We declare that this is an independent research in which the authors have not received funding from commercial institutions. According to the ethical scientific research guidelines of the Ethics Committee of the University of Gent, all data were stored anonymously. The authors do not have a potential conflict of interest.

Results

The results are reported after the three research questions.

RQ 1: How do teachers and students teach the role of the teacher after the introduction of compressed devices in the classroom? In other words, what are the consequences for teaching practices?

The results indicate that teachers' perception of compressed devices has an impact on their teaching practices. "Instrumental teachers" are defined by the researchers and described by the participants as those who did not change their beliefs about their role after the implementation of the tablet in the classroom and, therefore, did not drastically change their teaching style. In addition, they believe that the device has a purely instrumental value, because there is no need to reserve the computer lab or copy additional worksheets. These teachers continue to perform their role in the same way as before, saying that the only difference is the replacement of the manual by the tablet. In conclusion, these teachers use tablet devices for teaching and learning, while the participants labeled: "a book behind the glass". All students state that, apart from using word processing applications, such as PDF Expert, little time is spent on didactic applications. In addition, students and teachers argue that the latter have begun to have more control in the classroom. Teachers seem to fear losing control of the classroom due to the presence of compressed devices, as these teachers feel that students are tempted to browse social networking sites and play games. Some teachers indicated that they had difficulty moving from their central place, in front of the classroom, to a role in which they had a less dominant function. In other words, and surprisingly, data analysis has shown that the implementation of innovative technology has determined teachers to play an instrumental role in becoming more conservative. This instrumental behavior could be explained in several ways. First of all, most of these teachers said they were disappointed with the lack of material, as many publishers are unable to track or offer digitally adapted material, causing teachers to feel pressured to take over the role of authors. Secondly, some teachers mentioned the high volume of work, due to the lack of adequate material and the speed of implementation. Thirdly, instructors generally have a traditional view on education, in which they play a central role in the distribution of knowledge. In addition, due to the novelty of the implementation of tablets and the pioneer of the school, the teachers stipulate that many professional courses cannot be taken. As a result, these teachers continue to use tablet devices in a traditional way. Fourth, these teachers argued that many students are distracted from the Internet, which is easier to access. Finally, some teachers are uncertain about exactly how tablet devices have added value. As a result, "instrumental teachers" do not seem to have the desire or energy to create innovative courses. In Figure 1, a series of comments are presented to illustrate these findings about "instrumental teachers".

In contrast, both teachers and students indicated that the use of tablet devices has changed the teaching style and a wider range of learning activities could be organized (for example, multimedia integration and the development of interactive exercises). These teachers prefer to use more didactic applications than text processing and emphasize the need to reflect on the connection between the purpose of the lesson and the specific application. Teaching and learning should be understood as processes of active learning through application that mobilize students' learning processes (ie applications to practice content or search the Internet for information). They reported that they realized that learning through the didactic use of tablets meant a shift from traditional teacher-based education to the individual use of devices compressed by students. They also believe that different teaching or, as the researchers call it, "digital teaching", namely content should be provided through devices. So-called "innovative teachers" have given up the traditional idea that learning takes place through a teacher who fills the mind of a passive teacher with the help of the blackboard. They have a different view on the learning process; and states that learning, although compressed devices should allow students to negotiate content, rather than simply helping students learn the facts through wheels. Teachers argue that these tools facilitate higher-order thinking and reasoning and that realistic lessons can be offered for students to learn in an active way. In other words, the data indicate that the innovative behavior of these teachers is associated with the need to rethink teaching practices. Such teachers argue that their changing role makes teaching quite exhausting on the one hand, but more interesting on the other. As the preparation of the course is more intense and puts teachers under pressure, the teachers stipulate that it is an investment for the future. Students will learn how to deal with mobile technology in a responsible way, which is an important skill in our modern technological age. Teachers point out the importance of preparing students for a constantly changing world, in which technology is an integral part of society. These teachers believe that the introduction of compressed computers in secondary education is a good way to start this process because it facilitates a transition to an active student-centered learning practice. Finally, these teachers were proud to be working for one of the first schools in Belgium to try this "new" type of learning, distinct from traditional learning.

What are the perceptions of teachers and students about this change in learning practices?

Regarding the second research question, both teachers and students appreciate the added value of compressed devices, referring to ease of use, speed of access to different learning materials, the ability to instantly search for additional information, pictures and to integrate the notes, as well as reducing the weight of previous heavy school envelopes. These are all the instrumental benefits of these new learning practices, which researchers label as an "all-in-one" device. Moreover, as most students have reported, compressed devices make learning more interesting. data analysis shows that, in particular, younger students (ages 09-14) are more positive about using compressed devices in school, in particular, based on data 9 out of 12 students of this age have reported that learning was boring before the introduction of computers and tablets, in contrast, most older students tend to print course material, use keyboards for writing, and are more critical about using tablets for learning. the 12 students of this age stated that, in addition to the added value of using the tables for access multimedia, general learning capacity has not increased. These students indicated the problem of less presentation of the course content and the major distracting problem. The teachers also mentioned these disadvantages as a concern. Because a distinction can be made between instructional and innovative teachers, it can be concluded that older students tend to have a classical view of learning practices as compared to younger students. However, it seems that the role of teachers also has an impact on learning practices. Both students and teachers said that if teachers integrate the tablet in a meaningful way (adopting the role of an innovative teacher), deep learning could be achieved. Innovative teachers said that learning through these devices could open more doors; elements of the students' daily lives can be integrated, which promote meaningful learning. The introduction of compressed devices has facilitated a transition from "learning by heart" to learning through multimedia, social media and integrating the personal world of children, all of which make learning more meaningful. Finally, as almost all students and teachers show, a great benefit of using compressed devices for learning is that students seem to be more inclined to collaborate and share information with each other. Both teachers and students (between 11 and 14 years old) stated that by using applications such as iMessage and Facebook, students set up online networks and discussion groups spontaneously. In addition, more than 75% of the students indicated that the ability to ask their colleagues' questions helps their learning process. However, a small number of teachers and students said they had concerns about this transfer of social contact in the digital world. In addition to improving communication between colleagues, communication between teachers and students is more commonly reported. In addition, one of the central problems of tablets for student learning is the blurring of the boundary between school and recreation. The participants argue that the traditional learning context between the walls of the school has now expanded to a digital learning environment, which allows children and adolescents to access content anywhere and at any time. This change has both positive and negative aspects. While some participants indicated the benefit of this type of "extended" learning (ie, learning that is not limited to the physical school context), others encountered difficulties with this unclear limit. In addition, some teachers questioned the need to respond to emails from students after school hours, while some students emphasized the temptation to play games or talk with friends when they should study. In conclusion, see figure 3 for a few examples of comments on learning practices.

What are the perceptions about the conditions that underpin these teaching and learning practices?

Referring to the final research question, the results of the interviews in the discussion group showed that additional support is needed for teaching and learning practices. This need is classified by researchers in two prerequisites, namely the material conditions and the need for professionalization, and should be taken into account when integrating tablet devices into schools.

First, as already mentioned in the first research question and as illustrated in Figure 4, it is clear that most of the interview time was spent discussing the necessary support and the obvious lack of appropriate teaching materials, using the potential and design of compressed devices. Teachers and students report the feeling of being somewhat abandoned by publishers, who lag behind and offer, as the researchers call it, the "behind the glass" material, rather than adapted teaching materials. In this context, teachers who have not yet taken on the role of innovative education are somewhat confused. If publishers are unable to provide tailored digital materials, teachers said they are pressured to take over the role of real authors, which leads to high loadings and a general skeptic attitude toward integrating compressed devices into their courses. This attitude seems to be one of the most important obstacles hindering the proper integration of the tablet device. In addition to inadequate teaching materials, teachers highlighted the speed of large-scale device implementation, which caused teachers to experience increased workload. It was a quite "challenging" choice for the school board to implement the tablet on the first day of the school year, without knowing if publishers would follow. With such a sudden change, not every teacher was given the time to master the use of the device itself, and some failed to find a balance between learning with the device and the model model for the outside world. Secondly, the use of tablet devices requires a fast Internet connection and, if problems arise, the flow of the lesson is interrupted. In interviews, technical and Internet problems were reported during the courses, which was disappointing for both students and teachers. Frequently encountered issues included sites that would not open or applications that crashed. However, because students have easy access to the Internet, many teachers have complained that their students have played online games.

On the other hand, the school environment is not outdone in the family environment in terms of the rate of computer equipment : according to a report of the Council for Education Statistics, 88% of elementary schools and 97% of secondary schools have access to the Internet for educational purposes. These figures reflect a certain insanity on the part of Canadians, especially young people of school age, for information and communication technologies. It is also clear that Canadian schools are extremely well equipped for computers and Internet access. Therefore, it is natural to think that ICT has a very attractive potential, which could be used in the school environment to increase the motivation of students and students, especially as the Internet activities favored by young Canadians can be used in a course. the language. But what exactly does ICT and motivation mean? And from what perspective of teaching and learning, is it possible to assess the impact of ICT on the motivation of students and teachers? This article aims to show, from a perspective, how information and communication technologies can promote learning within the new student-centered pedagogical paradigm that builds their learning under the guidance of the teacher; how can I increase learners' motivation; and how it is possible to motivate teachers to integrate ICT in their teaching. After defining the concepts of motivation, learning and technologies of education, information and communication, we will examine the different ways in which ICT can positively influence the motivation of the students and that teachers. We will conclude with some examples of pedagogical situations that intelligently integrate ICT. Motivation is a central construct of learning theories. While there are many other factors that can justify success, it seems to be one of the best predictors, if not the key factor . Motivation is a hypothetical concept representing physiological and psychological processes. It is defined as the tensor of internal and external forces, directed or not, by an objective, which influences an individual at cognitive, affective or behavioral level. It is a process that acts on the trigger, direction, intensity, persistence and frequency of behaviors or attitudes. In cognitive psychology, the motivation for success is a function of the individual 's desire , his or her sense of personal efficiency and the reinforcement or support he will find in his social environment; therefore, it is an individual trait of the learner. It is defined as a continuum that goes from one extreme, one motivation, to another, intrinsic motivation, passing through extrinsic motivation : ICT, NICT and educational technologies Recommended by the website of the National Library of France, foreign newspapers and magazines . Agora3 encyclopedia defines ICT as follows: “it combines both increasingly computerized technologies, which process and transmit information, and which can help organize knowledge, solve problems, develop and develop projects; they are based on the use of a set of tools, not just one, which are interconnected, combined and which allow a minimum degree of interactivity. Therefore, they promote greater responsibility for student learning and are thus consistent with cognitivism and constructivism. Regarding the term NICT, it "refers here to a set of technologies among which the computer usually appears and, when combined or interconnected, is characterized by their power to digitize, process, make accessible and transmit, in principle, in any place, an almost unlimited and very diverse amount of data. In addition, it should be emphasized that they appear more and more in different forms : text, diagram, graph, moving image, sound and c. The new paradigm of teaching and learning The last years have been marked by a radical change of perspective: with the approach classic, where the student receives instructions from the teacher, who manages the learning process, now follows the constructivist approach, which sees this process as an interactive exchange in which the student actively participates in building his own learning models. The term constructivism means "the set of internal activities and processes inherent in the acquisition of knowledge, information, memory, thinking, creativity, perception, as well as understanding. and problem solving. Teacher education and training programs in most provinces have undergone fundamental changes in recent years to incorporate this new perspective. It is interesting to note that cognitivism occurs almost simultaneously with the computer. From a constructivist perspective, the importance is placed on the action of the trainee, who is led to ask questions throughout his learning about what he does / learns, what he does to remember this information, about what helps him to understand the most. good. He is constantly making choices and is in dialogue with his environment. This approach favors the student's experience, intentions and cognitive strategies, as well as their motivation . From a teaching point of view, this change is reflected in the transition from the profession of teacher to the one of consultant, whose role is essentially that of intermediation between the students and the object of learning. In this paradigm, teachers are now: mediators between knowledge and students; of learning facilitators; coaches; collaborators in the success of the learners; provocative development; creators of educational environments . Therefore, they must help the learners identify their own needs according to their individual specificity and establish, after negotiation, reasonable learning objectives, that is, taking into account these individual specificities and the content of the program. Regarding the assessment, they must be able to provide the learner with the means of self-assessment and be able to carry out a qualitative evaluation of his / her progress, ensuring monitoring throughout the learning process. Therefore, new pedagogical trends emphasize learning: high, meaning that students use their knowledge to analyze, understand and solve problems rather than to- remember pure and simple facts; authentic, in that it relates to activities and situations outside the classroom; autonomous, meaning that students can apply their knowledge and skills, as appropriate, to different subjects. These general objectives have found a pedagogy that has the following form for students: project execution and presentation; collaboration with other students, teachers and others outside the classroom who act as sources of information; planning the activity and coordinating several sources of information in their search for ICT knowledge as a motivating factor in learning ICT's contribution to learning We remind that new technologies are not miraculous solutions for learning a language. They are merely an instrument and as such cannot be effective in themselves: their use is what can be effective. There are no learning benefits that can be gained by using a specific environment to provide instruction . The best evidence today is that the media are mere vehicles that provide instruction, but do not influence students' achievements more than the truck that delivers our food with changes in our nutrition. Even though a significant number of studies show that ICT integration promotes learning more than "ordinary courses that do not integrate ICT , it emphasizes that there is no significant difference in learning. This is what we saw for ourselves following an experiment in using a tutorial for teaching French pronunciation as a second language class at intermediate level. The courses are equipped too often without measuring the impact of technologies on pedagogy and without paying attention to teacher training. In addition, although 88% of elementary and 97% of secondary schools have access to the Internet for educational purposes, 70% of teachers in Ontario schools indicate that their students do not have or do not have access to a computer at school. . This distortion is explained by several factors: low proportion of Internet connections compared to the number of students; poor distribution of equipment; insufficient preparation time for activities; structural and logistical obstacles . 17 Can we talk about technological failure at school then? Certainly not. On the one hand, the cases in which ICT educational experiences ended in failure are largely due to the gap between promises and reality: “the dream that animates technophiles is populated by students who learn more and with much less difficulty than in Traditional classes, and teachers who help students understand the content and use skills that would rarely appear during lessons and comments on texts addressed to complete groups. The teachers who believed in this utopian representation of the effects of ICT on learning were, of course, bitterly disappointed by the reality.18 On the other hand, this "failure is limited only to the cases where the technology was used as a patch in a pedagogy. traditional ones with vertical and unilateral orientation and not from an integrated perspective within an active pedagogy. Indeed, if the results of the research seem to indicate that the technological tools used in the traditional education did not bring the expected benefits in terms of the quality of learning, they clearly show that these benefits are visible and quantifiable in the context of new constructivist pedagogies, of which we will cite: learning by solving problems and its light on teaching tasks and situations; cooperative learning and the emphasis is on forms of collaborative learning and teaching; the pedagogy of the project, for the complete development of the learner.19 Now this new paradigm is particularly favorable to the positive role of ICT, especially because of their multimedia dimension: studies show that, in general, we retain 10% of what we read, 20% from what we hear , 30% of what we see, 50% of what we see and hear, 80% of what we say and 90% of what we do . Because these techniques are part of ICT systems, they can be very effective. An important study by Grégoire, Bracewell & Laferrière listed the research in the field since 1990 and presented a series of observations that confirm the positive role that ICT can play in this new conception of learning and teaching, and especially in the dimensions. defined above, authentic, autonomous and high level. These include: ICTs have the power to stimulate the development of intellectual skills, such as the ability to reason, to solve problems, to learn to learn and to create; these can help to improve the acquisition of knowledge in various teaching disciplines and the development of skills and attitudes that are related to this knowledge; new technologies have the power to stimulate the search for more complete information about a subject, a more satisfactory solution to a problem and, in general, a greater number of relationships between different knowledge or data; the use of new technologies promotes collaboration between students in the same class and between students or classes from different schools, near or far, in order to raise awareness of other realities, access to relevant knowledge is not strictly defined in advance and carries out projects with real purpose for the students themselves and, possibly for other people; the possibilities of simulation, virtual manipulation, fast connection between very varied data, graphic representation and others offered by the new technologies contribute to connecting the knowledge with different dimensions of the person and thus ensure a deeper mastery of many teachings. ICTs are relatively well documented, though sometimes contradictory. The studies attribute the positive impact of ICT on the motivation of four elements: the act of training with a new environment , the nature of teaching more Individuals of duality that allow ICT and the possibilities for greater autonomy for the Student; the possibility of frequent and rapid feedback 22 All these aspects should help the student to develop and consciously use appropriate learning strategies. Also, it seems that the use of ICTs promotes a better attitude towards learning and increased collaboration between different actors: school, family and environment. The types of learning being more varied, more significant and related to the interests of the learners, they see their curiosity more demanded. They experience a greater sense of achievement in the face of school tasks, more self-confidence and more developed autonomy. Gregoire et al. It points to three positive effects of ICT on the motivation to learn: so, if it offers exercises that adapt to the student's experience, if there is the possibility of reaching a goal for the student to increase confidence in his abilities and if it offers the opportunity to learn to define new ones challenges, his intrinsic motivation will be maintained. To arouse his curiosity, it is important to find original ideas that surprise. Allowing students to choose their activities and establish their own ways of doing things will give them the feeling of controlling their learning. Finally, games and simulations introduce an element of fun and fantasy, while using the metaphor of a current situation in everyday life can help the student make a fun and original connection with classroom learning. The ones, probably because they were experienced in a socio-constructivist context, are then seen as learning tools for which the student increases his autonomy, his critical sense because, faced with dilemmas, he has to find sources of information in order to answer his questions. Four different classes followed: a class in which we use ICT and the project approach, a class in which we use only ICT, the class in which only the project-based approach is used and a class in which neither ICT nor the project-based approach is used. . In the first three years of the study, the students in class 1 expressed higher motivations and attitudes than those in the other three classes. They were more motivated to learn English and French, more motivated to use technology in general. They had a better attitude towards learning French and English. They also had a more positive attitude towards using ICT to learn these two languages. ICT as a motivating factor in teaching teachers Motivant29 If we return to the tripartite schema of the class relationship, it seems that the teacher's motivation can be influenced at three levels : the relationship with the students; the relationship with the content of teaching / learning; the relationship with the administration.30 The students perceive the teacher's motivation very quickly, intuitively. So they quickly detect if the teacher sees the job, primarily as a simple livelihood, or if he is looking above all else to get a good assessment of his administration report , if he is passionate about the subject. his or her learning stages and if he is really interested in them. Where is the motivation of the teachers at the university level, whose workload is divided between teaching, research and administrative tasks called community service? The young teachers spend their first years of career implementing a research program and create the content for the courses that will be assigned regularly and recurrently. And "once all the work is done, which occupies most of the time all the space for a few years, and that we can finally let the course moderate, slowly changing it, the years have passed, we are in a bad situation. , dear researcher, the one who made the doctor's passion , was left uneasy . Teachers whose research is well established and who hold grants often place teaching in the background, being satisfied with repetitions from year to year, to the subject, the content of the course they have prepared so well. However, a good number of university professors are motivated not only by research, but also, above all, by the possibility of discovering a topic in introductory courses in the discipline or of revealing to students the dimension of research at higher levels. However, the new pedagogical paradigm questions this notion of " teacher, a model that conveys a personal and humanistic vision: what can a teacher bring in these new contexts in which the student is self-constructed? it was seen about the factors that determine the intrinsic motivation of the students, the size of the autonomy and the possibility of building are certainly the keys of the motivation of the teachers. This is where ICT plays a role. Moreover, Bourdeau points out that in his work Hominescence, Michel Serres observes that Man is "the virtual animal par excellence, that it is the only animal in this case. The Internet is then seen as a mere extension of the human spirit in this matter. The web, with its computers interconnected, is a gigantic brain. We cannot find the memory faculty , the computing capacity and the images. All that is usually attributed exclusively to the matter of individual ash. Motivating teachers to learn with ICT From the above, the main attraction of the educational exploitation of ICT is that their integration makes it possible to release the creative forces that are wide, both among the students and among the teachers. The teacher has the opportunity to create activities or content that will bring the learners to act and create in turn with the multimedia tool. There are many and varied ways to achieve them.34 However, teachers must accept the question that goes hand in hand with new pedagogies and new technologies to allow learners to benefit from their contributions. This can be extremely difficult, especially for teachers who are nearing the end of their careers or who are technophobic and hostile to educational technologies, but do they really have a choice today? As Bourdeau points out , in Romania , at university level in all disciplines, students grow teachers. The " nerdy, the most" laggards among them, are already almost no longer tolerated by students. There is a discouraging effect, very motivating for students, of not having a well-developed website for a course, where teacher's course grades are accessible, old exams, etc., but that's just the beginning! Students expect the university to provide the means of interpersonal communication and hyperlink research between websites. Course sites include many of these facilities. CTBT, however, this is not just the course on a website. Young teachers are very up-to-date with new technologies and require means to carry out various ICT elements, exercises, animations, frequently asked questions, useful hyperlinks etc. Such comments may seem overkill, but raise a corner of the veil of what tomorrow's classrooms will look like. A recent study has shown that the presence of "connected trainers" or prior participation in an ICT integration course can motivate future teachers to integrate ICT into their teaching practice. This study highlights the triple change that is taking place among future teachers who are facing ICT in their practical training : a change in the motivation to learn with ICT, a change in attitude towards the integration of ICT in university pedagogy, and a certain change – for a quarter of the students who participated in the experiment – in their classroom teaching practices. After experiencing ICT integration in their courses, they are more likely to develop an attitude toward ICT integration or to change their representations about the role or usefulness of ICT in their learning and, in addition, the preliminary results of a survey of approximately 10,000 future teachers. shows that the commitment and persistence in the pedagogical integration of ICT during the practical training are determined by five factors: the pedagogical integration of the ICT by the associate professor; the degree or level of computer literacy of the future teacher; the pedagogical integration of ICT, by the trainers, during the theoretical training of the future professor at the university; expectations of the future success of teachers in the face of ICT integration; the value placed on ICT by the future teacher38. Thus, future teachers seeking practical training in an environment where ICT integration is important, in turn, are more likely to integrate ICT into their teaching practices. A future teacher who has a better understanding of ICT and who has had more experiences of ICT integration during his training will also be more willing to integrate ICT into his teaching. Finally, the success expectations for ICT integration and the value given to ICT are also determining factors in motivating future teachers to integrate ICT. Those whom they affectionately call "ordignares". Instead, prospective teachers integrating least ICT in their practice staff have meanwhile little expectation of success before the introduction of ICT, which seems often related to literacy them low on your computer. The , I do not see how ICT could allow for better teaching or learning. They perceive them as time-consuming, in a context where time deprivation is a continuous challenge. Finally, those who have experienced ICT integration over time their training is perceived as a failure or a waste of time. As for experienced teachers, they use little ICT and say they feel competent in a rather limited range of applications. These results are in line with those of other studies. which shows that a person's motivation is closely linked to expectations of success and value placed on learning.42 Grégoire et al's study returns to motivating aspects that ICT offers to teachers in the context of the new teaching / learning paradigm, especially regarding authentic resources, the role of mediator, evaluation and collaboration. Through new technologies, the teacher quickly obtains information about the availability and value of a wide variety of teaching resources and, in addition, often receives support for their use.43 In a context where New technologies play an important role, teachers are increasingly seeing less knowledge as a body of knowledge to be transmitted and more and more as a process and continuous research, which they share to the students the difficulties and the results. If new technologies are used and harnessed, the teacher acts with the students as a facilitator, a " facilitator, a mentor, a guide in the progressive discovery and mastery of knowledge, skills and attitudes. From the point of view of monitoring and evaluation, the new technologies facilitate the detection by the teacher of the strengths of any student, as well as of the precise difficulties that they face or of his previous learning that are incorrect or poorly assimilated. The new technologies also facilitate the collaboration of the teacher with colleagues, as well as with others, inside and outside the education system, for planning or developing learning activities for students. ICT activities The Internet offers an outward opening : the network opens the walls of the classroom to a world that sometimes informs, which also floods frequently. It can be seen as a way to create new situations in which the student can develop meaning. So, to think about using the Internet is to imagine a learning activity that integrates ICT as one of its facets. Since we cannot compel the student, we must imagine situations that mobilize the motivational forces that the Internet harbors, while recording them in the direction of learning objectives to create intrinsic motivation. ICT allows the teacher to renew himself, to rethink his teaching, to discover new tools, to update and to enrich the content of his course, to experiment new pieces, to compare his experiences with other teachers. He can use ready-made tools or develop his own content. How can teachers integrate ICT in a motivating way in their teaching? We can propose a two-step approach. The first is essential to imagine situations that mobilize the motivating forces of the Internet and ICT in general. They must then be registered in the direction of the learning objectives to generate intrinsic motivation.46 The Green summarizes this approach with the double question "What do you want?" What do you want to do? . With this leitmotif in mind, any educational activity that integrates ICT must be developed. Therefore, the educational situation will be defined first and foremost by the role that the student will assume. This role should make him acquire the targeted skills , while being quite motivating . Then, you will need to make sure for each web page or for each multimedia resource used that the default goals converge with those of the activity, so that the role played by the student really gives meaning to the activity. There are many resources to help teachers develop educational scenarios that intelligently integrate ICT resources. Moreover, you can consult various websites. A simple Google search also provides nearly 3200 pages at this point! Let us quote in particular that of Lombard. Bibeau also provides a very detailed document to guide teachers step by step in their writing. 48 There are websites whose sole purpose is to be a repository of teachers' creations. For example, the site lists MERLOT for the "world languages" over 1130 multimedia resource developed by teachers of foreign languages, including for Spanish, 134 for German, 119 for English, 69 for Portuguese, 30 for Italian, for Japanese, 94 for Chinese and 41 for so-called less-taught languages, all without rights and accompanied by methodological and pedagogical evaluations of their users. 7 WebCT is both a tool that allows the placement of course documents. Since 1985, the provinces have implemented projects related to the use of ICT. Education specialists agree that here is the real challenge in integrating ICT in school. According to Collins, the introduction of new technologies in schools will have a significant influence on the very conception of teaching and learning. Thus, while, in principle, students learn the same thing in the same way at the same time, new technologies make it possible and natural for different learning depending on individuals. Collins also argues that new technologies, whose visual component is important, encourage people to move from a thought that is first verbal to one that integrates visual and verbal. For Tardif & Mukamurera, "in terms of previous technologies, from books to audiovisuals, the originality and power of ICT reside, compared to school pedagogy, in their ability to replace classroom interactions with distance and outside classroom interactions, ie interactions that escape the space-time limits of the class. It is not just about distance education, but more about distance from education, as it has been since the institution of the school. As a result, they are a real revolution: "ICT can explode for the first time in four centuries or at least destroy the institutionalized form of school pedagogy with all the controls that accompany it, delimit and open the classroom space. These authors point out that this distance is already underway in Romania , where many distance education initiatives are implemented in a context where teachers and students are no longer together at the same place. classroom. At present, it is still difficult to accurately predict the forms and extent to which these experiences will take place in the near future; but we can already assume that they will grow and multiply.

3.7 Conclusions

The school, being a social institution that responds to the needs of society, is indispensable for the society to survive and prosper. It should be not only comprehensive, durable complicated , but must continuously evolve to meet the challenges of the globalized world, fast and unpredictable. This evolution must be systemic, consistent and scalable; therefore, teachers, teachers, administrators, researchers and policymakers are expected to innovate the theory and practice of teaching and learning, as well as all other aspects of this complex organization to ensure the quality of all students for life and work. The cultures, practices and communities associated with successful schools are unique, but schools that make positive, transformative changes share these five core principles. Strong schools address current challenges in the context of emerging trends, address the role of leader in a way that involves taking control rather than being controlled and building a strong culture and shared vision of success before attempting to implement new initiatives. It also addresses educational changes in a systemic way – focusing on the impact of student learning, rather than changing the components or practices isolated from the wider context. Finally, effective schools use data holistically, analyzing student growth over time and analyzing this data in relation to instructional initiatives and systemic innovations. These five principles found in the nation's fastest-growing schools are all interdependent and can inform the activity of schools that engage only in academic change. To enhance the quality of teaching, we want to improve teacher education, professional development and lifelong learning to include attitudes, dispositions, teaching style, motivation, skills, competencies, self-assessment, self-efficacy, creativity, responsibility, autonomy to learn. , the ability to innovate, freedom from administrative pressure, the best working conditions and public support. As such, we expect educational institutions to provide an optimal academic environment, as well as materials and conditions for achieving excellence of learning outcomes for each student (program content, course format, institutional culture, research, funding, resources, infrastructure, and support).

Education is fed by society and in turn nourishes society. The national education system is based on the dedication and responsibility of the whole society for its efficient functioning, the involvement of parents, together with the strong support of the community and the society, are essential for success. Here we present a systemic discussion of educational innovations, identify barriers to innovation and highlight potential directions for effective innovation. We discuss the current state of innovations in American education, what educational innovation is, how innovations are integrated in schools and colleges, why innovations do not always give the desired effect, and what should be done to increase the scale and rate of innovation – based on system changes. our educational. Then we offer recommendations for increasing educational innovations. As examples of innovations in education, we will highlight online learning and time efficiency of learning using accelerated and intensive approaches. Overall, research evidence on the impact of computer and digital technologies on game learning consistently identifies positive benefits. The growing variety of digital technologies and the diversity of contexts and frameworks in which the research was conducted, combined with the challenges in the synthesis of evidence from different methodologies, make it difficult to identify clear and specific implications for educational practice in schools. Studies that link the supply and use of technology with those obtained tend to find positive, but small, positive associations with educational results. However, a causal link cannot be deduced from this type of research. It seems that more efficient schools and teachers are more likely to use ICT and digital technologies more effectively than other schools. We need to find out more about where and where the most effect is used, and then investigate if this information can be used to improve the learning process in other contexts. Research findings from experimental and quasi-experimental designs that were combined in meta-analyzes indicate that global technology-based interventions tend to produce only slightly better levels compared to other researched interventions. The range of impact identified in these studies suggests that it is not whether technology is used (or not) that makes the difference, but how well the technology is used to support teaching and learning. This alignment of technology and learning is important.

It can be said that integrating ICT resources into education is beneficial and leads to an increase in school performance, provided that students have knowledge of computer use. This involves the introduction of computer and ICT classes at all profiles and at all levels of education. Also it should work with small groups of students, and the classes should be equipped with performance computers connected to the Internet, libraries of programs and expert systems should be created in accordance with the reformed school curriculum, and the promotion of the penetration of the spirit. information technology in schools be intensified. Teachers should possess in addition to the theoretical and practical knowledge related to the subject studied and skills of use of ICT. So the focus on the use of information and communication technologies by teachers and learners becomes a priority. Also, more methodical research on ICT implementation in education should be carried out.

Through the computer, students are offered modeling, justifications and illustrations of abstract concepts, illustrations of processes and phenomena unobservable or difficult to observe for different reasons. to which they can describe their own activity. The use of the computer is required in the training sequences that the teacher cannot organize and achieve with satisfactory results in ordinary, traditional didactic activities.

Students much more easily retain new information because it associates them with images. They only have to be careful, and the brain stores information from the first or second visualization.

Both the student and the teacher develop complementary skills such as the use of the computer and the new information technologies, to present, to develop projects for lessons and to collaborate with colleagues.The more hours are more practical, the more they use. images and sound, the more the student is put to do a practical thing, the more his attention is increased to what the teacher teaches.

ICT should not just be a tool to present existing content in another way, it should lead to a change in the way of thinking and working style of teachers, crystallized in centuries of traditional education, too little concerned with personality and personality. the possibilities of the student.

ICT refers to a set of technologies that, combined together, are characterized by the ability to provide storage, processing, accessibility (on screen or other media) and, in principle, to transmit to a certain place whatever, an almost unlimited quantity and very different data. "These data can take various forms: text, image, sound, video, diagram, graphics … Among these technologies, the computer occupies a very important place. ICT has become an essential element of our daily lives on a personal level. and school. The school cannot stand behind this increasingly massive use. This is an important issue, as technologies transform education and allow the school system to evolve and respond to the challenges of our time. They give the opportunity to diversify approaches and supports. and it changes the relationship with the knowledge. They improve the learning of the students and make them more autonomous and motivated. They also make it possible to develop more effective and relevant teaching strategies than the traditional practices.[3] Technologies offer extraordinary possibilities for improving the quality of the learning environment, ie the set of conditions that allow learning to be formed, at work, at school or at home. himself. De Ketele points out that the efficiency of technological tools in education is essentially a function of the pedagogical approaches underlying their use. He joined the Lebrun in this context, because, for one and the other, learning with technologies is above all learning. It should also be mentioned that a technology is nothing other than what those who use it do and that the way it is used is not independent of other socio-economic and cultural practices. "From here it is necessary to carry out an educational reflection on the integration of the computer tool in the school environment to specify the role of each of the elements of the educational situation: the teacher, the devices, the computer system, the programs used, the working methods. It is also interesting to allow them teachers should be trained not only in the technologies of manipulation and navigation on the Internet, but especially in the training in the dimensions of their use, therefore, what must have priority is rather the educational component that will be in the service of the learning activity of the student.[4]

Methods aimed at technology integration should be based on methods that facilitate learning, for example, problem-solving learning, project learning, cooperative group learning. Only under these conditions, technological tools can be effectively integrated into learning and can give satisfactory results. Richard also raised the issue of using technical means in teaching. For him, technical means do not naturally generate the necessary methods for efficient use. In the field of education, judicious use of technical possibilities requires in-depth research, otherwise there is a risk of disappointment. The Educational and Multimedia Software Working Group of the European Community (1996) emphasizes that multimedia has already demonstrated its educational effectiveness in many pilot experiments. It remains to be able to integrate it in a coherent and intelligent way in school practices. Indeed, it is not enough to have technological equipment to improve teaching practices. Chenevez believes that sometimes it can even very well help to impose a positive and positive pedagogical model and to improve the authoritarian and controlling character of traditional pedagogy. Therefore, it is important to change especially the approaches and method of teaching. This element has already been pointed out by several researchers: the integration of technological instruments into classroom practice cannot be a miraculous solution to solve all the problems related to teaching-learning in terms of demotivating students and teachers or those related to failure.[5] It is true that these tools can overcome learning difficulties, but at the same time reveal others related to their use. From here it is important to use on the one hand the models of cognitive functioning of the learning subject and, on the other, on an analysis of the contexts and conditions of use of these tools that influence and modify these models. It is important to think about their integration in terms of twinning with the teaching practices already under way, in order to improve them and make them progress and evolve. It is not important to use ICT itself, but rather to use it. It is about creating an active pedagogy centered on the student and learning, rather than the teacher and the use of technologies in teaching activities. Perrault presents a typology of ICT integration in teaching-learning, consisting of three types of activities: – production activities and educational management; – multimedia broadcasting activities; – interactive learning activities. ICT in schools: practices and motivation 105 Each type of activity is distinguished by the context of its use and the impact it exerts on the teachers, but also on the students. The use of these activities in the classroom requires a quite significant investment of time and energy and requires from the teachers a reorganization of the content of the course, as well as of the educational activities. It also means a certain mastery of technological skills to make good use of material resources. The risks of the technical problems that arise during the development of a project using ICT can disrupt the course of the activity and may in particular affect its success. Obviously, this is a motivating element for all actors, teachers and students. These new tools are, as Lebrun points out, a catalyst that gradually leads the teacher to innovate in terms of his methods, making them more focused on the student's activity (what will they do with these tools? [6] . Therefore, we need to rethink the integration of technological tools not as an ephemeral or simply dress effect because they exist, but because their integration allows the teacher to revise their teaching methods. It also gives them the opportunity to innovate by restoring their interest in student activity and what it can do and achieve with these technological tools. This makes teaching-learning more effective and profitable for the student and teacher. Therefore, the added value known to them depends on the teaching methods adopted. These methods convey a certain vision of student-based learning that actively participates in its learning by carrying out interdisciplinary and teamwork projects. The different possibilities of activities that ICT propose, motivate the students by offering them a diffusion support that it is possible to enrich due to the insertion of illustrations, animations, sounds … with the help of a website, a blog or a computer-assisted presentation. They also help to make students more active by promoting group work. Thus they build their knowledge together through discussions within the group. To this end, researchers such as IsaBelle1 and Lebrun underline the growing interest given to project-based pedagogy and problem solving that integrate ICT in the school and university environment. In addition, the proper use of digital tools promotes transversal skills building and contributes to improving learners' performance and enables them to be more successful in their academic tasks.[7] It also facilitates the development of various skills when integrated in an efficient and relevant manner into 1 correct spelling of the author's name. The student is brought to mobilize more skills during an ICT-based activity: technological skills (computer manipulation, software …), linguistic (reading texts, reading comprehension …) cognitive (critical mind for validating information, solving problems. .), social (group work).

Motivational aspects of ICT integration in schools

Students show a greater interest in educational activities using ICT than in more traditional classroom approaches (Grégoire et al., 1996). It seems that this motivation comes from the fact that ICT allows the diversification of approaches, methods, objectives, as well as projects and learning outcomes. 6.2.1 Motivation in the school environment Motivation is an important element in any act, any activity, regardless of the person who performs it. It is an important success factor for individuals, adults and children, as it pushes them to achieve their goal, despite all the difficulties encountered. The lack of motivation among young people negatively influences their performance. But what is the functional dynamics of school motivation? Inspired by the work of Schrauben, Schunk and Zimmerman and their socio-cognitive approach, Viau defined motivation in the school context based on reaching an objective: Motivation in the school context is a dynamic state that has its origin in the perceptions that a student he has about himself and his environment and that encourages him to choose an activity, to engage in it and to persevere in its achievement to reach a goal Different researchers agree to distinguish two types of motivation: [8]

• Extrinsic motivation, caused by elements external to the person (promise of reward, threat of sanctions, etc.). • The intrinsic motivation that depends only on the person, there are some elements that motivate the student in carrying out the task – it is essential to take into account the learner's mental conceptions or representations regarding his learning: the way he faces problems, the obstacles that impede him prevents learning, blockages that prevent it from evolving … ICT in schools: practices and motivation [9]

Thus, the motivation of the student requires a global approach 1 which requires a revision of the teaching methods used. The author cites several points that he considers important for the student's motivation. Through these points, he insists on the importance of the student to feel the need to fulfill a task that has a meaning for him and to be an interested factor in the project's execution. It also underlines the need for the student to know the objectives of the project, the means available to obtain the expected result, as well as the criteria for completion and evaluation. It is also essential to present problem solving situations to stimulate it better by creating new knowledge needs. Vecchi also recognizes the student's right to make mistakes. Indeed, the student can learn, explore a new approach or apply new techniques, make a mistake and start over. This makes him responsible for his learning and he becomes the actor in the construction of his own knowledge. The student must be aware of the operational knowledge or the intellectual means he uses to solve a problem, just as he must be aware of his successes. We notice a significant change from the transmission of knowledge to a process of individual learning. What prevails now is learning to learn and learning to choose from the profusion of information systems and systems. To do this, it is necessary to help the student succeed in completing the task and to provide the means for identifying the difficulties encountered in order to make better progress in the task. Also, it is important for the student to change his / her conception of intelligence considered innate and which gives him a negative image about himself and his abilities. This change allows him a renewed energy investment in learning activities. Finally, it is up to the teacher to place the student in an environment conducive to learning by creating an empathetic relationship between them. [10] Moreover, we already find some of these characteristics, which underline the importance of pregnancy anchor in daily life activities. Therefore, for this researcher, a motivating activity must: – empower the student, allowing them to make choices; – be relevant on a personal, social and professional level; – be of high cognitive level; – be productive; – represents a challenge for the student; – allow students to interact; – to take place in a sufficient period of time; – include clear instructions. These different points are already found in active pedagogy and learning by solving problems. Lebrun believes that in pedagogical methods, pure forms are rarely found and that, in addition, the wealth for learning is found in the diversity of the methods offered, in the same lesson, in the same course, in the same program, it is also considered that the motivation of the students depends on the nature of the activity itself, in other words a task closer to the students' personal experience or future professional life are more likely to lead to a real commitment from them.[11] To assist the student in learning to is essential to rely on prior knowledge that all information, ideas, perceptions, concepts and images and experiences impact. emotional, contained in the long-term memory of any language user. Prior knowledge, also known as prior knowledge, is considered by many researchers to be an important part of learning. The importance of this knowledge comes from the fact that it allows the student to make connections between what he knows and what he is learning at the beginning of the course and thus helps him to motivate him to learn. Ignoring them can create major problems and invalidate the learning. Bertrand makes them responsible for all meaningful learning: all meaningful learning is the result of an activity of a student that produces meaning from previous conceptions mobilized and according to the informational situations he has. These representations are the reading grid of the student. Unfortunately, this principle is often overlooked by a number of teachers who make a clean exploration of the students' previous knowledge. They often feel that they are always beginning their learning from scratch and are not able to make sense of the learning. This is an important element of demotivation and school dropout. Two key points regarding the motivation of the students are emphasized. The first point is related to the novelty effect that ICT integration can generate. The introduction of a new instrument in the classroom positively influences the motivation of the students and arouses their curiosity. [12] However, this effect is short-lived and quickly fades when students are used to the presence and use of this tool. The motivation of the students decreases to reach the starting level again. According to Viau, it is not enough to measure the motivation of the students following a short use of ICT, but rather to study the effect of these tools over a longer period of time in order to determine whether the motivation persists or is ephemeral. For the second point, it is emphasized the widespread idea among the researchers, according to which the student's motivation to learn is manifested by the interest and pleasure they experience in ICT in school: practices and motivation 109 complete a learning activity. For this researcher, interest and pleasure are not sufficient as indicators of motivation. There are more interesting and relevant ones, such as cognitive involvement and persistence.[13] Cognitive involvement is manifested in our case by involving the student in carrying out the task, either at the level of research and the return of information or at the level of computer manipulation. The cognitively engaged student did not allow himself to examine the illustrations and thus wastes valuable time in carrying out the task. His persistence is underlined by his dedication to carrying out a task and the time he devotes to verifying information. Often, students are demotivated to meet the first trap and hesitate long before returning to the source to verify information that is problematic. This in-depth work is a more reliable criterion in terms of the motivation of the students who use the computer tool in school context.

Teacher position

A large number of teachers are well equipped with computer equipment and have access to the internet that they use in their personal domain: send and receive personal emails, chat (with family or friends) … These teachers rarely use ICT. with their students to carry out educational projects or to research information and surf the Internet, let alone as educational support: for example, to create an oral presentation on PowerPoint®. It seems to us, in the unit in which we work, that what these teachers lack is rather the mastery of tools and software – even among the most basic ones such as Word, PowerPoint® or the use of search engines and directories – they can be used with students. In their study on the use of technologies in education, it is emphasized the presence of three attitudes observed among teachers regarding the use of ICT: – attitudes of total adhesion 1: this is the case of teachers who integrate ICT in their practices in educational projects. – Attitudes of separate membership2: this is the case of teachers who use technology to prepare the lesson, encourage students to do the same to write a task or to share the results of a documentary research. But they do not consider that the use of technology can have an impact on their teaching. – ambivalent attitudes3: this is the case of the teachers who consider that the conditions for the technological instrument to influence teaching positively are not met.[14]

With italic characters in the original text. 2 With italic characters in the original text. 3 With italics in the original text. For the former, ICT is considered to be an educational tool capable of being used to renew teaching and learning methods. The latter have a utilitarian perception of the technological instrument. The third is skeptical, but remains to be expected. Karsenti, Savoie-Zajic and Larose insist on the role of human factors in the use of ICT by teachers. Among these factors, the authors list the motivation and sense of competence that can positively or negatively influence ICT integration in the school. In a more recent article, the same results are obtained , that high motivation and a strong sense of ICT competence go hand in hand with greater use in the classroom. The same is true for the educational value offered by ICT: the more the future teacher considers it important for students to learn using ICT, the more technologies will be used in the classroom. Karsenti emphasizes the importance of human factors (motivation, sense of competence and educational value given to ICT) for the successful integration of ICT in schools. Technical skills and equipment, which are of vital importance for ICT integration, play only a secondary role compared to human factors (Karsenti, 2004). It should also be emphasized that organizing school programs and organizing the classroom does not allow teachers to integrate ICT in a permanent and cost-effective way. To this, as we have already mentioned, is the problem of the poor technical-pedagogical skills of the whole teacher. This is why the use of ICT in classrooms is made randomly and sporadically, regardless of the level of education and discipline taught. Bibeau observes that the implementation of information technology in the school was made under the sign of improvisation and spontaneity. [15]

However, this strategy did not produce the expected results in a survey, the fact that the integration of ICT in the educational environment is the result of the enthusiasm of some initiated teachers and this despite all the investments and efforts made. While the largest mass of teachers is quite expected and is expected to have the educational relevance of these tools in schools, the authors note the presence of refractories who resist the introduction of innovation in their classes, because they do not believe in it, but may also. that in order to innovate, you need to change or transform its teaching practices and adopt others.

ICT in schools: practices and motivations

Plants and Beattie, as well as Karsenti share the same opinion as the authors of the above-mentioned survey and, in their turn, underline the presence of a small circle of initiates among teachers who are very excited about ICT integration and who use it regularly with their students. It also highlights the limited number of teachers who regularly use digital technologies and tools in the classroom. For Bibeau, what delays the integration of ICT in schools and constitutes the major difficulty to overcome is the pedagogical and technical support and the continuous training for teachers as well as the various researchers underline the importance of thinking about the integration of technologies in the school in an interesting way to achieve a positive impact on learning. In order to be successful in this integration, we must first deal with students and then deal with technologies 1. In this perspective, the role of the teacher changes, he is invited to change the way he works, to learn, to transform his pedagogy. , to guide the student in his learning and to inform him about the immense potential, but also of the limitations of these technologies. His approach must meet the needs of the student, an active actor of his own learning, his demands and expectations. It is useless to think that we have to integrate technologies at any cost in our class, but to think about this integration through a new pedagogy appropriate to the learning and training needs of the student. Thus, integrating technologies would be an opportunity to transform teachers 'teaching practices so that the school responds better to students' learning needs. The integration of the technologies alone does not guarantee better results or a better learning, because there are other factors that influence the obtaining of these results, for example the way the technologies were implemented. the class and how they were used. The researchers agree that the integration of ICTs in education is necessary because they allow in certain contexts a better teaching, a greater learning. This integration must be based on a change in the educational policy, aimed at improving educational practices, in order to allow the student to have a better relationship with the knowledge. Karsenti, in several studies, stresses the importance of teacher training for better integration and better use of technologies to improve teaching practices and promote learning. Perrenoud stresses the role that the school will have to play in introducing young people to technologies, because it cannot function on the edge of what is happening in the world. It must introduce young people to the use of technology, because 1 In italics in the original text because it transforms the ways of communicating, but also of working, deciding, thinking. [16]

Other researchers have shown that learners' motivation is increased if they use the multimedia tool in a group to do research or restore information. The attitude of the students towards the group work improves, as well as the knowledge and the feeling of their own efficiency, especially among those who are not in difficulty in school.[17] These researchers also say that students better assimilate knowledge using multimedia software in collaborative activities. They add that students learn better through exploratory learning with multimedia software than students who are content to use a more traditional environment, such as a textbook. If it is true that the computer is an intellectual work tool, it also considers it as a cognitive mirror because it encourages the student to reflect on his cognitive functioning, to verbalize his strategies, to better understand their learning process, to understand – it objectified its approach. The computer allows students to reveal their skills and knowledge and to better understand the mechanisms by which knowledge and skills are acquired. The student of today faces a countless mass of knowledge that constitutes knowledge in cracks which he does not always manage to make sense of. This knowledge is in fact little connected and difficult to transfer. For Roy, today's school allows students to have, in terms of cognitive development, varied and numerous skills, but which are most often poorly assimilated and poorly integrated. These are segmented and segmented learning that seem to have more or less meaning for the student. For this reason, the school must offer its mission to assist the students to enable them to make sense of the knowledge and to organize the knowledge in a coherent and intelligible whole. The role of technologies is important in this context, as they have an undeniable attraction for young people. In fact, students show a great interest for learning activities whose achievement requires the use of technologies. It seems that most students are capable of greater concentration when they perform these tasks and that their attention is more sustained than during an activity whose achievement requires more traditional means. With italic characters in the original text. With italic characters in the original text ICT in schools: practices and motivations.

The entry of information and communication technologies (ICTs) into the school system produces various reactions depending on the profile of the technophile or technophobic users, reactions from enthusiasm to concern. For these authors, ICT and pedagogy are both social and communicative practices and, as such, their articulation cannot be limited to technical questions. Although teachers often have a positive attitude towards integrating ICT into the school syllabus, the pedagogical use of these technologies remains very limited. They are still reluctant to use ICT in school, as it is difficult for them to approach them. Educational and technological innovations, with the overload they have on their schedule and with the different functions they offer in the classroom. It is not enough to familiarize teachers with digital tools and develop new technological skills to integrate information and communication technologies in the school. It is also more important to develop an appropriate educational approach in order to integrate ICT effectively into the school syllabus. It is obvious that the advantages of integrating ICT in the educational environment are numerous precisely because of their accessibility and flexibility. It also facilitates the establishment of communication and interaction between various educational players. Above all, they offer the possibility to vary the teaching-learning modes and the pedagogical approaches to teaching-learning more adapted to the needs of each one. Tardif stresses the importance of ICT in schools, as it allows learners to use metacognitive strategies and, in particular, to achieve meaningful learning. Identifies four essential functions of ICT in education. They are tools for production, communication, access to information and archiving. They are perfectly compatible with pedagogy through projects that offer more sense and coherence to school teaching, which is quite fragmented. Improving the concept that students have knowledge that can be found after a few clicks, knowledge available to everyone, always updated and enriched by several media: image, sound, video … This idea is taken over again by Viau who poses the problem of ICT advantage and the possibility offered by technologies to present information with images, sound, music and video. Based on various researches, students are interested in the sound and visual elements programmed to capture [their] attention. If it is true that students are primarily motivated by these audiovisual elements, their interest is diminished and they quickly become tired. These appealing elements can become a source of distraction for the learner and thus reduce their emotional involvement in the task at hand.[18] Therefore, it is essential to use the audio-visual benefits of ICT wisely in order to allow a better presentation and a better understanding of the information and not to use it solely for the sake of information. In this case, we must always wonder if the audio-visual element contributes to improving the understanding of a concept, the information or if it is used only to make it beautiful without any educational objective. On the other hand, some researchers do not share this vision for ICT. They draw on research conducted in schools to point out that the use of ICT does not really make a significant difference in learning. Russell points out that the difference is not significant in learning between the school context using ICT and one in which ICT does not exist. The techniques indicate another point of view. For them, it does not matter whether the impact of ICT in the school context is significant on learning or not significant. The school must be more open to the world, permeable to changes and external influences. The role of the school is to prepare students for the use of new technologies that they will certainly be required to use in their adult lives. It is difficult to identify their impact on teaching and learning. Despite numerous research studies, the results are contradictory and highly nuanced on the effectiveness of ICT, given the presence of a wide range of situations and contexts. She believes that the difference in results is also influenced by ideological beliefs and discourse [which] sometimes blur the lines in terms of objectivity, it all depends on how ICT is used in schools and how it is integrated into it. This helps to influence the motivation of the students, to change the relationship with the learning and to promote their success: The effort to integrate ICT would be of interest only to the extent that the technologies allow either Depend on the teacher to improve his pedagogy or by the student to establish a better relationship with knowledge. For this researcher, it is quite difficult to accurately assess the impact of ICT on academic success: So, even though a large number of studies, both European and North American, show that ICT promotes better teaching and learning, a great deal literature points out that there are no significant differences in learning. These studies with contradictory results highlight the differences in research methodologies, but also that the type and context1 of the pedagogical integration of ICT in education will have an impact on the educational success of the students or not. [19]

In support of these results, the authors cite the Phenomenon without difference of meaning, a paper by Russell (1999) that lists over 355 studies on ICT and their impact on education. It seems that, in the differences of methodologies applied in research, there is the type and context of pedagogical integration. These two factors play a key role in the impact of ICT on school success. For many researchers, the presence of ICT in schools must add value to learning-learning, which justifies their pedagogical integration. In other words, the technologies must allow the improvement of the teacher's pedagogy and the learning of the students. Unfortunately, the integration of ICT in education is not the practice of all teachers, as most are content to attract only the educational resources from the Internet, maintaining a traditional educational approach. The potential of ICT will be fully exploited only on the basis of a radical change in teaching pedagogical practices. However, according to Russell, ICT enhances the pragmatic relationship with knowledge by grouping, in learning situations, the various tools for production, communication, as well as tools that allow access to information and knowledge and tools for archiving. For Peraya, Viens and Karsenti, ICTs allow educational actors to rethink teaching-learning and to relocate it in space and time. Many teenagers and young people consider the computer tool a game and are always excited, especially at the beginning, to work with this medium that seems to interest them to the highest point and whose manipulation often requires high-level technological skills. . They have a real pleasure in manipulating computers, video games and using ICT on a personal level or for their studies. Their enthusiasm for IT no longer needs to be demonstrated. They are rarely hindered by the task to be accomplished with this technology, regardless of the degree of difficulty that must be overcome (Baron and Bruillard, 1996; Papert, 1994). But, it seems that once they have overcome the novelty effect introduced into school routines, they quickly get tired of working at a computer, especially when they are part of the daily class train. This is why it is important to keep students motivated by technologies and, in particular, to provide them with interesting activities that represent a real cognitive challenge for them.

For several years, researchers and educators have considered ICT as tools for teaching projects. They transform teaching according to the methods used, but also according to the defined objectives and evaluation criteria. ICT creates an interaction with teaching, related to their own dynamics. For these researchers, there is no point in imposing the use of ICT in schools without first working on their added value. The technological choice must be clearly explained, analyzed through the different uses and evaluated in order to be able to build an educational approach that is appropriate to the target audience, but also to have a use of ICT adapted to the educational objectives. Hence the need to train teachers in a critical and critical use of ICT, which should be used for an educational project and not the result of an ephemeral dress effect. The integration of ICT should go beyond the fascination stage with the use of a new educational use tool that is appropriate to the public and the objectives sought. Thus, each teacher will be led to build his / her own ICT uses that are most appropriate for the implementation of an educational project. For these uses to be effective, this implies that the teachers (not individually, but as a profession) have acquired them, have a remarkable mastery over them, and are convinced of their usefulness, which is still far from the case. To achieve this goal, teachers will need to develop various skills: technological, pedagogical, media, reflective and social. These skills will allow them to build the ICT uses needed for the development of an educational project and, above all, be able to regulate them, if necessary, analyze the representation of actors in the innovation process and note that, despite the significant development, ICTs are little used in schools. Teachers, despite their personal use, are too hesitant about integrating them into their class. Certain factors influence their use and their successful integration into school. Among these factors, the authors mention management and administration support, which should encourage teachers throughout the integration process. The authors also link the integration of ICT in schools with their mastery by teachers and principals and the use they make of these technologies. Another important factor that hinders the integration of ICT in education is related to the presence of problems in terms of practices and research. It is emphasized that learning situations often neglect participants' experience and do not adopt creation-based learning, ICT in school: practices and motivation.

problem solving and exchanges with peers. Moersch believes that the training offered to teachers does not allow them to make connections between the technologies used and the curricula. It also does not take into account the fact that not all teachers are prepared to change their teaching practices, as it is difficult to venture into an area not encompassed by technologies still poorly mastered. Hence the need to think differently about the professional training of teachers, because it is a key factor in implementing an innovation such as the pedagogical integration of ICT). This training should be based on certain features of professional development programs to make them more effective. The presence of five factors is emphasized, whose presence positively influences the professional training of teachers. For this researcher, personal development programs should provide teachers with the opportunity to reflect individually and collectively on their teaching practices. [20] . It should also allow them to integrate into their teaching practices and base their knowledge. Other factors are related to the fact that the programs should encourage teachers and support them in the process of training and integrating ICT, as it should allow them to take advantage of the constructivist approaches of teaching-learning so that they can exploit sequences of practical training. -feedback. Finally, it is stressed the importance of considering the teacher in training as an adult student. Unfortunately, professional teacher education programs do not take these factors into account. As a result, their impact remains very limited compared to ICT integration in schools. Other researchers point out that, for the effective use of ICT in schools, it is important that the school, through teachers, adopt an attitude towards ICTs that promotes their integration, and this through the regular, frequent and sufficiently regular use of ICT. technologies to produce a change in teaching practices. The same idea is already being developed by Depover and Strebelle who believe that the school, by promoting a regular and sufficiently regular use of ICT, changes teaching practices and positively influences learning. Versini and Versini also insist on the frequent and continuous use of the computer to obtain satisfactory results. This use must give a sense of learning-learning and will be accompanied by modifications of the beneficial teaching practices for the students. Other researchers also stress the importance of including the process of integrating ICT in an organizational, structural and cultural context. Otherwise, the introduction of ICT in schools will have little effect and will hardly influence the teaching practices or the academic results of the teachers. The efficient use of educational technologies creates a systemic change, that is a change in the school culture. ICT brings learners to do things differently. These lead the teachers to modify their teaching methods and strategies. They lead the school community to adapt its goals, values and beliefs in terms of teaching and learning, to adapt to the new culture. Roberts and colleagues recommend that they take into account two key points regarding the pedagogical integration of ICT. First, technology must enable student-centered teaching methods. Second, it must be integrated into the curriculum. Based on the review of successful educational projects based on the use of ICT and the work of Meltzer and Sherman (1998), [21] these researchers present ten commandments that they consider important as success factors: – Creating a dynamic ICT vision that answers questions focused on learning and disseminating results to education stakeholders – Provides administrative support at different levels, such as be the accessibility of materials and the use of learning technologies – Allow teachers to clearly formulate their needs and expectations regarding their professional development – Allow teachers to have time to learn how to use ICT in a training-action-feedback logic and be able to discuss classroom practices with each other – Designing an appropriate pedagogical approach that allows the application of technologies thanks to a practical and interdisciplinary training, which is based on the cooperation between different educational actors. This training should meet the needs of the teachers and the educational objectives of the school – Facilitate a successful transfer of learning – Insist on the possible applications of learning at the classroom level – Appoint a technical coordinator for the project tracking – Provide and facilitate access to materials – Allow time for students to freely use computers while using them for educational purposes. These commands allow the integration of ICT in the creation of successful educational projects. The status of the PowerPoint® debate is PreAO software, it allows the creation of presentations consisting of an unlimited number of slides that occupy each dimension of a screen page and can contain text areas, illustrations (drawings, graphs, charts, charts …). , sound files (recorded comments, music or sound effects) or videos … It is possible to launch slideshow manually (after a click) or automatically (ahead of time). Like any other Pre-AO software, PowerPoint® allows fast and high quality creation of presentations that integrate, as shown above, various textual, pictorial or multimedia resources. Its handling does not require much computer skills, a few hours of training are more than enough to master the basic functions and to create quality and professional slides. If it is interesting enough to use the different options present in the software, such as transitions, animations, sound effects, synchronization. First of all, we need to reflect the added value they bring to the presentation in order to use them discerningly. This avoids weighing the presentation with unnecessary and foreign elements and, thus, approaches the public's attention from the essentials and prevents the understanding of their content but also forgetting the main objective of the study. The animation should be in the service of the content and should not in any way prevent the presentation clarity. Our goal is to allow students to create presentations as a result of their research work, in order to be able to communicate, firstly, the results of their activities to the whole class, and then to a foreign audience. The purpose is to highlight the research activities of the students, but also to initiate them in oral presentation and public speaking. According to Bénech, the use of PowerPoint®, in learning-learning, helps learners and facilitates understanding of some key presentation concepts that go through the auditory and visual channel. Also, the software makes it possible to focus on specific elements at the time of presentation and promotes note taking and content storage. The multimedia presentation offered by the use of PowerPoint® allows the use of invaluable educational help when presenting and facilitates the presentation of various information without the need to memorize it. [22]

Negative Aspects Despite the increasing use of PowerPoint® in teaching and learning, software is not unanimous in its interest and usefulness in the educational or other fields. Beaudouin notes that a document produced with PowerPoint® does not provide a structure or plan, thus facilitating the transmission of content. Like all digital software, it allows the segmentation, cutting and rearranging of the content and modifies the nature of the transmitted content through its technical properties. The author also emphasizes the autonomy of the environment as compared to the presenters, meaning that a PowerPoint® document is increasingly read. In this context, the task of meaning construction rests with the reader. It also has the task of developing a narrative, of reconstructing the argument from a few slides. There is a high risk of creating misunderstandings and confusion about the meaning, given the poverty of the content and the recurrent absence of links between the different elements. Haladjian, on the other hand, denounces the harmful effect of PowerPoint®, allowing itself to be expressed through independent points, without links or joints: Instead of arguing, you just have to stack, list, list bullets and verbs. the infinitive. This arrangement gives the illusion of perfect mastery of the world. Maranjian also attacks the use of lists and bullets and accuses them of making information communication more complex. This option prevents listeners from using a critical thinking process. Schoomer shares the same view and points out that bullet points and bullets can be a point of reference and can serve as references for note-taking, but they are by no means an effective aid for sustaining or increasing attention, improving understanding or retaining information. This argument is also shared by Tufte, who stigmatizes the disappearance of argumentation in PowerPoint® presentations. Indeed, arranging the content in the form of a list imposed by the software does not express any relation between the different points that follow one another in a slide. Using PowerPoint®'s deep hierarchy disrupts understanding and creates confusion about content assimilation. This embedded software option greatly slows down thinking and distorts content analysis. Tufte also emphasizes the lack of reasoning and errors in statistical interpretation. For him, a PowerPoint® document is quite poor in terms of content and information compared to a web page or book. It reduces the analytical quality of the presentations. To facilitate the task of the presenter, the PowerPoint® document is rather directed at the presenter and not at the content or at the audience who has the difficult task of building a coherent meaning from scattered elements. Thus, the software creates a large gap between reality and representation. PowerPoint® is criticized as a written genre, outside the context of the presentation. It is often compared to a written report. This limits its scope insofar as it is not considered as a component of a performance, that of oral presentation and public discourse. It should also be noted that PowerPoint® presentation, which should provide effective support to the speaker, can also be a handicap for the smooth running of the presentation, in that it requires the management of complex coordination between the flow of speech, by a continuous nature. and the slide show containing text blocks. Often the reader is content with a masterful reading of the content of the slides, what Schraft calls PowerPoint karaoke or otherwise, the reverse situation or the reverse karaoke, which consists in the oral presentation of a content different from the text displayed on the slides. In both cases, the audience becomes bored because they no longer know whether to follow the speaker's oral flow or the written slide flow. Therefore, the public must face this difficulty related to the articulation between the flow of oral speech and the flow of writing. In addition, there are other difficulties that the public has to overcome, for example, overloaded text slides, which considerably impede comprehension. [23] Indeed, it all depends on how the reader continues and whether it is satisfied with an exhaustive reading of the content or with some borrowing from the text blocks or a complete disconnect between what is said and what is displayed. Some researchers in cognitive psychology stress the importance of finding a happy environment between total redundancy and total disjunction between text and oral in order to improve learning. For these authors, it is imperative that the redundancy between oral and written speech is partial in order to facilitate the task of the public and thus to obtain the best effects on learning. Add to this the fact that it is difficult to track the oral flow while reading the text blocks: the two visual and auditory channels are requested simultaneously on different objects and which are not always complementary. An additional difficulty comes to be added to the reading, is the content and articulation of the content. In fact, PowerPoint® presentations do not have logical sequences between the different parts, as well as the structure of the presentation that is not apparent.[24] Beaudouin specifies that, for the public, this means the presence of a rather large cognitive load and implies the possibility of errors and misunderstanding. Using PowerPoint® arouses passions and some do not hesitate to call it demonic, for example Tuft, who names his PowerPoint ® is Bad (Tufte, September 2003b) or Keller who asks the question in the title of his article: Is PowerPoint® the devil? (For these authors, the advantage conferred on Chapter 7 124 PowerPoint® is often to the detriment of the speaker's speech, slide content, but also to the public: PowerPoint® presentations often favor form over content. It is only a use for a decorative effect and not for improvement. Peraya has already expressed this point when writing in an article about ICT, in general, that presentation software such as PowerPoint® adds a cosmetic effect and plays the halo effect of technology, but in many cases not much. more Keller goes further and equates using PowerPoint® with a drug: its amazing popularity, the way it has grown exponentially through culture, it seems, in a way, with drugs – think of it as cocaine technology – so much so effortless to get dressed initially, so hard to give up afterwards. People who use Po werPoint generally does not cease to use it (Keller, 2003). Following these virulent criticisms, we wonder if there are any notable benefits to using PowerPoint® in an educational context. And if the answer is yes, what are the benefits of integrating it into a school curriculum?

Positive aspects It is obvious that when the teacher disseminates the content of his / her course through a PowerPoint® presentation, this does not imply a major change in his / her teaching approach: a presentation on digital media does not differ from the course notes on paper or transparency. However, Daigle emphasizes the change in the pedagogical dynamics of the course, which is thus improved, allowing students to take advantage of it to learn better. This is only possible if the presentation meets certain standards, such as the presentation of the benchmarks to be covered and the concepts to be addressed. In the context of teaching geography, Bouffard appreciates the flexibility of software such as PowerPoint® and the ease with which it is possible to produce its own teaching material. The use of PowerPoint® makes it possible to create more lively and attractive presentations, where students can better assimilate certain concepts due to the presence of images, graphics, animations, simulations. Despite the difficulties encountered by the public constantly demanded by the written and oral flow of PowerPoint® presentations, it is clear that the slide show that accompanies an oral presentation allows the audience to follow the presentation even if there is a moment of lack of concentration. [25] Which is impossible without textual support. Indeed, the quick reading of the content of the slides, even before listening to the comments of the reader or teacher, allows the public to follow while selecting the most problematic pieces relevant to them. The public thus exercises selective attention to the information they find useful. Lahlou emphasizes that the presenter considers his audience as having limited and very floating autonomy. For this reason, he tries to mobilize content projection as a form of cognitive attractiveness. Thus, even in the case of a temporary dispersion, it is always possible for the public to refocus their attention on the projection and thus follow the rest of the presentation. The display of the main ideas in the form of points and the synthesis work and the highlighting of the main elements make it possible to establish a quick reconnection with the flow of the oral presentation. PowerPoint® has the rhetorical power of multimedia projection that can be used to win over audiences. These authors emphasize three main features of PowerPoint®. – Plasticity: slideshow has persuasive force and rhetorical efficiency, especially because of its plasticity: from visual support it can easily become written support, – The ability to integrate all kinds of media to present theoretically more effective content – digital content distribution and the demonstration allows the counterargument to be taken. For these authors, a PowerPoint® presentation captures the public's attention, and its effectiveness is more important than a simple speech. Villeneuve, based on several studies, reports the positive impact of presentation software on student learning. In particular, it focuses on interest and motivation in the classroom and improving outcomes. He learns that the rational use of these software promotes the presence of students and reduces disturbing behavior in the classroom. In addition, students have a positive perception of the course and the teacher's organization. They also demonstrate better group work skills and self-confidence in presentation software and ICT use. In turn, Horn, in an interview with Atkinson, highlights the emergence due to the use of this software, a new universal language mode: visual language (visual language) that presents itself as a simultaneous integration of several communication elements, including text , images, shapes (arrows, charts, charts, etc.) Horn believes that this combination of elements promotes learning and facilitates communication (Horn, 2001). Designing a presentation on PowerPoint® allows the integration of all these communication elements. Since the cognitive system easily encodes images, it allows for better storage of information transmitted by this type of message, which requires less mental effort than the storage of a narrative or text message. In a context where the cognitive system has a high demand, the image will take precedence over the narrative or written message. If certain details of the image escape the perception, the textual elements are present to overcome this problem. Their presence then facilitates the encoding of information. Indeed, the image favors synthetic reflection, while word and word, analytical and linear thinking. The researchers consider that multimodality is one of the characteristics of multimedia tools that makes it possible to integrate in a single document sound, writing, graphics, still and animated image … Multimodality is generally considered as an element that facilitates learning, but which requires, also, significant and complex cognitive processing. The diversification of the modes of expression highlights the cultural dimension of ICT and allows learners to master the modes of expression and communication which are those of different media, especially the use of the image. Improved PowerPoint Usage It seems that PowerPoint® issues are not really software-related, but rather that they are misused. Indeed, the teachers who integrate the use of software in their teaching practices do it almost exclusively to improve their lecture, to give the impression that they have renewed their approaches by integrating the use of technologies: in fact, the practices have not changed, only the environment has changed. In addition, most of them do not even master the basic software options, they are not trained in the use of technologies in a motivated way in their daily school practices. Lebrun sums up this issue well: The importance of information, technical support and pedagogical support for teachers is a priority for technologies to truly catalyze pedagogical renewal. [26] Without this, new technologies will best replicate old pedagogies. PowerPoint® software is not in itself an effective teaching strategy, it is just a simple tool that can be used to support teaching, but without an effective didactic approach, this tool, like any other, is doomed. We are able to ask ourselves how to optimize presentations and improve their efficiency, especially in terms of learning. Jamet proposes to pay particular attention to the problems related to the integration of illustrations and the role they play in transmitting information, to the redundancy between oral and written flow, to the type of text presentation, but also to the use of forms of attention guidance and the presence of aids for structuring information in memory. He insists on work problems, that the attitudes of the students towards the course realized with PowerPoint® are more positive in terms of understanding, motivation, quality of note taking … and the students feel a sense of competence. and superior mastery for the multimedia course. Therefore, the latter seems more attractive, but it remains to show its superiority in terms of efficiency. In a PowerPoint® presentation, the information is multimodal: the audience must simultaneously manage the speaker's oral speech, but also the information displayed on the screen. Understanding such information requires cognitive processing and integration of information from various media (text message, verbal explanation, static or dynamic illustrations, etc.), but also present in the auditory and visual sensory modalities. Therefore, the information is multimodal, as PowerPoint® facilitates the integration of illustrations, animations or videos. All this requires a significant cognitive mobilization to process information from different sources simultaneously. Also, Jamet emphasizes another specificity of this situation of processing multimodal information related to the listener's inability to control the pace of presentation and the flow of information, which is rather dependent on the speaker. From here there appear the difficulties specific to the oral mode: the readability of the information, the rapid succession of the information that determines a slowing down of the processing in case of difficulties of understanding, the impossibility of immediate confrontation with the information through re-listening. [27] The rather large number of multimodal information to be processed during slide show projection or the relatively rapid rate of presentation of information is likely to influence these difficulties and greatly amplify them. Sacotte tries to provide some benchmarks to avoid common pitfalls of using PowerPoint® and offers some practical tips to improve presentation quality. First of all, he suggests avoiding the over-animation and transition that users are so fond of and whose inappropriate use annoys the public and constitutes a rather important obstacle to understanding. He advises using simplicity and emphasizing the content more than the content or visual aspect of the presentation. He recommends avoiding the creation of very large slides overloaded with information.[28] In this case, it is better to distribute the information on multiple slides, instead of being satisfied with one. It also provides tips on using contrasting colors, choosing the font and font size to make it easier to read information on the screen. Finally, it recommends moderation in the use of images, charts, sound effects, animations or videos. Each element of the presentation must follow a specific objective divides into three main categories the elements that must be respected in order to produce an effective presentation, promoting a better teaching and a better learning:[29]

1. educational conditions;

2. organizing the elements present in the slide;

3. The style and format of the slides. For each of these three issues, the author develops a summary portrait of the elements that need to be considered to create an effective PowerPoint presentation. Verpoorten and Feyens adopt the evaluation grid developed by Villeneuve and use it to study and improve the quality of 10 slide presentations used as training support. They note that the recommendations most often violated are part of the teaching skills (defining educational objectives, writing communication, educational psychology, etc.), the improvement of which does not come from training in the use of presentation programs. . Also, the authors point out that, despite the fact that Villeneuve's recommendations have shown their usefulness in the studied system, none of them are explicitly validated, that is, related to experimental evidence or even theoretical reasoning or, at least, to one guru, expert or good practice advocating it. Therefore, the link between the quality of a PowerPoint® presentation and the educational effectiveness remains to be clarified. The authors also recommend that the quality criteria that specifically affect the creation of slides be subjected to the empirical test. The other educational or organizational criteria may find theoretical legitimacy for various researchers, especially those who refer in particular to cognitive theory. Clark points out that the media only transmits information, but it doesn't really help the student build his or her knowledge. [30] It is true that it exerts an important influence on the speed of learning, but only if their use is based on an adequate cognitive method and work strategies that only students cannot acquire: Their average and attributes have an influence on the cost or speed of learning. , but only the use of appropriate instructional methods will influence learning. I define methods as providing cognitive processes or strategies that are necessary for learning, but which students cannot or will not provide. I argue that absolutely any teaching method required can be provided to students by many media or a variety of media attribute mixes – with similar learning outcomes. As we have already shown, the problems encountered in PowerPoint® presentations are related to improper use rather than a repeated software flaw. While it is true that visual aids can be used effectively, to draw attention to the main ideas of the presentation and to highlight important information, it is also possible to use the same options to confuse and disturb the audience. An effective presentation requires serious preparation, writing and production. It also requires multiple skills, not just technical skills. It is important to test it to match the form with the content and to find a close coherence between the visual media, the content and the objectives pursued. The presentation of clear and legible works at all stages of the project is an important motivation for the students. This goal is achieved through the use of the PréAO program, such as Power Point®, and the mastery of such software can be reinvested by students in school life, but later in professional life. It is possible to apply to PréAO software what Archambault has already written about word processing software: Errors, deletions, additions are no longer unbearable. Recovery is easy. We escape from the difficulties of handwriting. Wrong spelling is no longer opposed to reading to others. The state of the error changes: the easy preservation of the previous states allows the student to see the effects produced by his successive attempts, his work and the results of his efforts, and not to see the failures. A clean text helps to provide a positive representation and writing pattern. The state of error, which is made to disappear as if by magic, changes completely. The computer is not seen as the one that judges or sanctions. The student can be found in other provisions regarding the necessary school effort. [31]

Implementation of ICT projects

All of the above leads us to ask ourselves the following question: Is there an educational gain in using general public software in schools? what is, in the case of an affirmative answer, the added value of manipulating a general public software for a given educational objective? Our choice for this software was based on the fact that the Microsoft Office suite is installed by default on almost all computers in Romania. Therefore, all our students have access to it, whether at home, in the computer room, at the CDI … It is also the software that the students manage most, after Word, for oral presentation, ignoring its basic functions. the most rudimentary. If our choice is fixed on this class, it is because it is always considered a basic class for the college. In addition, teachers are not stressed by a program to be completed or official tests. Therefore, they have enough time to work at their own pace and to introduce activities that are not necessarily part of the official program, but whose acquisition is essential in the learning context. These are mainly cross-cutting skills, common to all disciplines, but which no teacher really cares about because of lack of time or training. Indeed, as Mangenot has already pointed out, the disciplinary division of school curricula is often a handicap for ICT integration in a coherent way, because the skills required for this integration are at the crossroads of many disciplines. Aware of this problem, we have set up several meetings between the discipline coordinators and the teacher-librarian to list the transversal skills to be acquired by the students, to agree on the method and approach to be used, the number of hours to be allocated. project accomplishment and the role of all partners: learners, teachers and teacher-librarians. Group work takes place at CDI, equipped with twelve student positions in the network and connected to the Internet. As soon as the CDI was created, the decision was made to place computers on a network to facilitate research work, document printing and group work by exchanging documents produced over the network or online. We opted for our research for computer-assisted oral presentation (PowerPoint®) for several reasons. First of all, making such a presentation requires the development of skills with high demand in schools and universities and, in most cases, poorly mastered by the students. Then, it is about transversal skills, par excellence, that can be broken down into several subtasks (research and sorting of information, cross-checking of information, reformulation …), considering the complexity of their realization. Finally, the production in question – the oral presentation – is large enough to allow for real group work during the completion of the pregnancy. It should be noted that computer-assisted oral presentation requires good command of the language to perform the various subtasks correctly. It should be mentioned that for the purposes, the annual and weekly distribution of learning hours and the content of the computer course in the official program. Working Problems 131 of the different subtasks is quite difficult, given the number of skills that must be developed at each stage or to be acquired by the learners, regardless of the language used: mother tongue, second language or foreign language. The difficulty is significant in the case of our study, given the young age of the students who must be observed (11-12 years) and who are learning for the first time to conduct a documentary research and to manage an oral presentation software, Power Point®. Skills developed: Introduction institution in which we work, introduced the use of technology, literature and oral presentation, as part of the school project, because it is complex skills of acquisition requires a lot of time and effort from students and teachers. Brodin has already noticed a constant evolution in the use of technologies in the teaching and learning of languages. Despite this development, this use has not become widespread in spite of all the efforts made by the decision makers in universities and educational establishments and some volunteers remain prerogative. Teachers for various reasons still do not hesitate about the use of technology in their daily teaching practices. Some of them believe that today's students are digital natives (or digital natives) and that, as a result, they have sufficient technical skills to handle these tools correctly. However, studies have shown that adolescents' digital practices are pragmatic and that their skills are often limited to those needed for their personal and daily use: send an email, chat, communicate through a social network, etc. Students need digital literacy to learn to navigate properly and especially to be able to use Power's research and manipulation tools for oral presentation in small groups. Baron has already emphasized that ICT mastery requires an educational approach to acquire specific and varied skills to develop. These skills can be technological, linguistic, disciplinary, cognitive, social, transversal … We will approach them by distinguishing between the experimental class that used PowerPoint® and the control class that used the wall panel. The project is based on documentary research, the production of a slide show or a wall panel to reproduce the most relevant information by reformulating it and adapting it to a specific audience. The objective is threefold: learning the techniques for taking information, using software or creating a wall panel and mastering oral presentation techniques. The three skills targeted are transversal skills, the acquisition of which is important in the school context. However, the initiation of these skills is not approached in a methodological way in the educational establishments, but is left to the learners. However, these are skills whose acquisition is not easy.

Tasks and competencies

The observation refers to a certain number of tasks whose accomplishment was achieved due to group work and collaboration within the working groups. Interaction and collaboration made it possible to overcome technological, cognitive, linguistic difficulties … and encouraged exchanges around working methods. It is not easy to approach each skill separately because it is difficult to separate them. Indeed, skills are tangled because they are complex activities. Reformulating simple information requires the use of different skills: language skills (reading comprehension and writing output), cognitive skills (information processing), cross-cutting skills (speech), social skills (interaction and discussion) … Sometimes the ability itself calls for other skills. , such as social competence (interaction and discussion), whose implementation requires the use of linguistic competence for interaction, cognitive competence of reflection, information processing and argumentation … At the same time, it is a transversal competence, usable and transferable in any situation. of comunication. First of all, we will draw up a table of the skills used in our project with the tasks to be fulfilled and the working methods. The completion time of each task is given as an indication: some learners are faster than others and some groups need extra time (re-creation) to complete their presentation. These are the same skills developed by the two classes, with the exception of the control class which did not use technological skills to achieve the wall panel (task 4). In the following, we will present the different skills and how they were developed during the project. We conclude with the evaluation of the project.

Work problems 133 Tasks to be accomplished

Methods of work Subject disciplines Abilities targeted

Duration 1. Read the instructions and choose the keywords

Individual work Group work

Romanian language Language skills: reading comprehension and oral interaction Transversal skills: documentary research

Social skills: interaction and discussions Technological skills: using Internet management and navigation software Cognitive skills: data processing 1 session 2. Searching and choosing documents Group work 3. Choosing information and reformulating Working in binomial Group work Romanian language

Language skills: reading comprehension, oral interaction and writing production Transversal skills: documentary research and time management Social skills: interaction and discussion Cognitive skills: data processing, communication and argumentation 3 sessions 4. Making a slide show / Making a slide show / Making Paired works Group works Romanian language Language skills: oral interaction and writing

Transversal skills: planning and time management Social skills: interaction and discussions Technological skills: use of preAO software, choice of training Cognitive skills: data processing, logic and argumentation 3 sessions 5. Training in oral presentation techniques Individual in front of the CDI class group Romanian language Language skills: the production of oral and oral interaction Transversal skills: speech and discussions Social skills: interaction and discussions Cognitive skills: data processing 1 session 6. Oral presentation and interaction with the class group Group work in front of the Romanian language group CD Language Romanian SV : oral production and oral interaction Transversal skills: time management, speech and discussions Social skills: interaction and discussions Cognitive skills: data processing, logic and argumentation 1 session

Tasks, working methods and skills in the Project

. The control class did not use technological skills for the task

Language skills

Language skills are very important for this project, as they are used in finding documents, sorting information and returning. Discussions on adopting a working methodology, planning, choosing documents, sorting information, etc. took place in Romanian within the groups. The students used Romanian in a learning situation and in a well-defined context: discuss between the members of a group to solve a given problem (find relevant information) and complete a task (make an oral presentation). The linguistic activities encouraged exchanges between the students, but also with the teachers and they pushed the students to reflect on their individual knowledge and the acquired knowledge by consulting and reading the different documents around the subject to be treated. Indeed, the realization of the project is based on four important elements: reading, reformulation, discussion and restitution. This allowed students to use two types of oral: an oral communicative to exchange ideas and points of view and an oral reflector to react to reading documents. Thus, they were able to process the information better to restore it better during the project implementation. The use of the software allowed the experimental class to deeply reflect on the sorting of information and its return as key concepts. Students have adopted a selective and reflective approach to the concepts that need to be displayed in a clear way. This allowed them to better structure the ideas and content of the presentation. In addition, the use of this software promotes note taking, as well as understanding and memorizing key ideas and key concepts. On the other hand, the class of witnesses had difficulties in choosing the information to sign. On the other hand, the students had problems in selecting information when taking notes during the oral presentations of the different groups. Researching and restoring information facilitates the acquisition of language and cognitive skills, as they are based on various activities: reading texts, sorting information, reformulating and restoring, talking … To give more and more meaning to this experience, I encouraged meetings between classes to encourage oral and written communication. Plenary sessions between the two classes have been scheduled to allow students to present their slideshow or panel and discuss the content and support with the students of the invited class. The students of both classes master the content of their project perfectly, because they have reached it throughout all its stages, from reading the instructions to the oral presentation and self-evaluation which is the final stage. Mastery of the subject is an excellent trigger for stimulating writing or discussion in front of an audience that does not have good or insufficient command of the subject or content. Work problems. Inter-functional skills Finding information proves to be a complex operation, whose mastery requires the use of linguistic and cognitive skills. Thus, for an effective search, you must first understand the instruction or topic of the research, translate it into keywords, then from these words, search for documents, select the relevant information, and rephrase them to be able to return in writing or oral. The documents to be consulted require a different intellectual approach, depending on whether they are in paper or digital format. While it is true that digital documents allow faster access to a large amount of information, they also generate a lot of difficulties, precisely because of the large amount of information to be processed and the functionalities to be mastered. This is mainly due to the fact that adolescents' information uses are not always effective and do not correspond to a real information search. Indeed, their practices do not really conform to the documentary research model in the classical sense of the term. Students acquire certain skills through their personal ICT practices and the knowledge acquired at the workplace outside the explicit instructions. Their practices allowed them to develop underground knowledge and skills: launch a simple search engine search, modify it based on the results obtained, or use a search engine as a glossary. Unfortunately, it is not the case to use paper documents that require mobilizing the use of another search technique (using paratax, for example: consulting the contents, index, glossary, distributing information on a double page …) and reading (selective reading and diagonally to find relevant information, no help options to quickly find the found information). These are two types of documents, whose use and control require very different working and consulting techniques. The skills acquired by default are insufficient and require teaching in order to improve them and acquire others, this being the objective pursued through educational activities and oral presentation projects. Students tested and developed research methodologies. They verbalized their intellectual development to find relevant information and restore it, and they encountered the personal method of working with others. They also compared the works on two different documents: paper documents and digital documents, so the knowledge and the acquisition of new skills could be achieved. This phase of informational research and oral presentation is based on the implementation of interactive alternation. It is true that, in the context evoked by Meirieu, it is about fictional writing, but it is possible to extend this device to include the acquisition of other skills such as documentary research and oral presentation in our context. Indeed, it involves the articulation of a regular practice of writing (functional situations), a spontaneous analysis of the activity of reading / writing during collective exchanges (postponed situations) and a more structured and officialized analysis of writing problems under the supervision of the teacher (structuring). situations).

Due to the project work, this interactive alternation allows students to develop a reflexive and heuristic approach. Functional situations correspond to the learning moments that allow writing to be produced for the purpose of communication. To reach this stage, each student devoted his time: he explored, discussed, exchanged with others before reformulating the information collected and finally writing the presentation (reading, sorting information, reformulating, correcting, revising). , rewrite …). Thus, he learned to master all the stages of the writing and presentation process. To accomplish their tasks, the students worked individually, in groups and with the teacher, using the criteria they identified to perform a successful research and oral presentation. They had to be organized individually and in groups to succeed in the final task. The moments dedicated to the analysis and reformulation are part of the functional situations. On the other hand, the structuring situations are the moments of formalized teaching based on the distinction between the different elements of the writing through reading and the identification / solving of the writing problems encountered during the functional situations. . This allows students to question their own practices from the elements discussed: information search, sorting, reformulation, writing an oral presentation, oralizing it … These situations allow students to develop their skills by analyzing, as they have already outlined, well their practices. Thus, the problems encountered in functional situations are dealt with in the structuring situations, thus allowing students to improve their working techniques and acquire new skills. This interactive alternation between the two types of situations makes it possible to reconcile the requirements of finalization and conceptualization through an approach of the project work that allows, in the same learning space of the production, starting from a manufacturing process. To make the necessary learning detours. The interactive alternation allows, in this case, to create a return between the writing of the students in a functional situation and the formalized knowledge in structuring the situations transformed into aid instruments or practical files that favor a rewriting and reformulation better adapted the criteria of the documentary research and the oral presentation. 7.4.3 Social skills The project has also made possible the mobilization of social and civic skills, such as managing conflicts within the group, leading the discussion to find a compromise, respecting the opinion of the other … they are in a situation of communication and exchange of information with others.

Therefore, they are required to discuss in order to agree on the relevant information to retain in order to restore them, regarding the illustration best suited to their discourse. This time needed to adapt to the work of the group, so that it can finally overcome the difficulties, reduce their differences and agree on a working methodology. All the activities carried out during the project required group work. In this context, the management of social interactions in the group becomes an intrinsic ability to the pedagogical methodology, because the students have to perform well defined tasks during the allowed time. The interaction and collaboration within the group took place naturally, because the main motivation is problem solving. The work is easier in the small group and allows the students to act alone, by sharing the resources with a very specific objective: to achieve an improvement and a better knowledge acquisition. This approach allowed the students to be more active when making the oral presentation. Indeed, they have developed certain behaviors that allow them to facilitate group discussions better: to ask the opinion of others, to listen, to think about what was said, to be concise, to explain their ideas, to allow everyone to contribute, express their ideas clearly, check if the group is ready to make decisions. The behaviors developed are of two different natures: group talk and social practices and the size of communication. For Meirieu, group work makes the student responsible for his learning. Far from the traditional transmission of knowledge, working in a small group allows the student to set goals to be achieved, to exchange ideas, to organize activities, to structure their learning to make it more efficient.

Technological abilities Only the experimental class considers the acquisition of technological skills by using digital resources and by manipulating the oral presentation software. The control class used the computer and the internet to find information and illustrations. The students did some research on the Internet and on CD-ROMs. Thus, they were able to acquire various technological skills: using a search engine to find information or illustrations, knowing how to navigate a site or a page, copy text or an illustration. But their learning was limited to formulating a simple query and using a few sites. The technological competence of young people is difficult to explain and is often limited to a few basic manipulations. I do not allow conceptualization. However, the school is increasingly using computer tools, whose use requires mastering certain minimum skills. Creating a slide show allowed you to acquire technological skills, such as mastering the basic functions of PowerPoint®: create and name a new file, open and close an existing file, create a slide show, add slides, change the order in slides, add / remove text or illustrations, select, move, cut / copy and paste … but also work on formatting: font and font size, colors used, italics, bold … These are very general technological skills common to all software. whose interface is increasingly easy to use, but also with multiple functions: understanding the concepts of appearance, typography, learning to build tables, insert images, manage styles. Mastering the basic functions of the software is not enough to use it wisely. Indeed, creative and autonomous use of software requires in-depth learning.

The software has some flaws and is complex. Young people are capable of mastering some functionalities on their own and acquiring certain operational representations that are often contextualized, sometimes naive or misguided. The increasingly user-friendly interface does not always meet the demands of the task at hand. Its cascading organization of menus and submenus does not allow the student to have a global representation of all the available functionalities, let alone find them quickly. This fragmented view of the system pushes learners to use all software features to feel secure and to demonstrate a degree of control that they do not actually have. They multiply animations, weigh the slides of useless illustrations, use the full range of colors offered … They think that using these options makes their presentation more attractive. A reflection was required to bring them to a more motivated use of the options: should an option be used, because it is provided by the software or because its use improves the quality of the presentation or facilitates the understanding of the information? During the manipulation and discussion sessions, the students understood the importance of using different software options with discernment and discernment, especially with regard to transitions, animations, illustrations, sounds … because they distract the audience from the presentation, disrupt the understanding and affects the clarity of the content. Technological skills are important in order to provide a certain ease of work and a certain self-confidence: the work performed has a quite professional aspect. However, there is a great danger of confusing the mastery of technological skills with linguistic, disciplinary or cognitive skills: in this case, the form predominates over the substance.

Cognitive skills

During the initiation of students in documentary research and the principles of oral presentation, we tried to work on developing certain cognitive skills, which would improve their performance and the quality of their thinking. For this reason, the project was based on the accomplishment of the various intellectual activities that wish to exert a positive action on the cognitive acquisitions of the students. It allowed them to better structure their knowledge and develop critical thinking. This means proposing activities that allow the trainees to work collaboratively in a framework conducive to exchanges and interactions. It is not just about developing social skills, but also about promoting learning by improving the students' relationship with knowledge and acquiring it. The student will have to build his own learning and develop a certain intellectual strategy to do so. To achieve this goal, it is interesting to diversify the learning routes and teaching methods. It is also interesting to offer students attractive, meaningful activities that present a certain intellectual challenge. This allows them to have adequate knowledge, but especially the transferable learning methods that can be used in other situations. Teachers sometimes feel that they spend too much time on group work. However, the interaction between the learners allows them to draw knowledge. Thanks to the discussions and the confrontation of their ideas with their peers, they acquire better knowledge and develop an ability to open to successive learning. Therefore, it is a very important step in learning and building knowledge. Also, Pléty considers that intelligence is needed and not only the memory required in the process of progressive knowledge acquisition that allows the acquisition of knowledge. This is how, during the activities, the interest of the students for the group work developed, while the time dedicated to the different activities was reduced: the students need less time to start the work. group, to agree on a working methodology, to make a decision, to deal with a dispute and to find a compromise … The experimental class has benefited from the use of the computer in making oral presentations and returning information. Indeed, Bibeau considers the computer not only as an intellectual work tool, but also as a cognitive mirror 1 that encourages the student to reflect on his cognitive functioning, to verbalize his strategies, to better understand his learning process, to objectify the approach. someone. The author refers to knowledge in cracks in order to qualify the various skills in terms of cognitive development that the students acquire in school without really assimilating or integrating them. This knowledge has no apparent connection between them and is difficult to transfer as it is presented. However, the school must allow the student to make sense of the acquired knowledge and organize it in a coherent and intelligible whole. Students show a higher concentration when working on a computer than when working on multiple media. 1 With italics in the original text. The use of the computer allowed them to transform their ways of working, deciding, thinking. Cognitive skills are presented as reasonably necessary skills to adapt to the performance of various tasks in a wide variety of situations. The authors use it to list seven cognitive abilities.

Problem identification The first part of the paper consists in identifying the problem to be solved and defining it. In our case, it is about knowing how to conduct a documentary research to restore the information in the form of computer-assisted oral presentation. The quality of the oral presentation depends on the subject's choice, but especially on the way it is treated. It is about defining the topic to be addressed through its broad outlines, but also for identifying the keywords that allow access to the documentation needed to develop the oral presentation.

Choosing processes To be able to reproduce the information and develop the oral presentation, it is necessary to follow or develop an appropriate set of processes. The stages of the research work begin with identifying the sources of information available at and sorting those that are useful for the topic. After that, it is necessary to choose among the information thus obtained the most relevant, sort them for later use. Also, it is necessary to evaluate the credibility of the information, as well as the different sources … Throughout the activity of initiation and training, students are encouraged to reflect on their practices and to verbalize the stages of selection of the processes used to raise awareness. own work practices and process selection: Process selection is in itself a superior mental process and, like identifying the problem, is an important prerequisite for the correct resolution of a problem. Representing information for a student who performs a task that requires an act of intelligence, must be able to represent the information in a regular manner, both inside (in head) and outside (on paper) (Sternberg & Spear-Swerling, 2006 ). In fact, students working in documentary research are led to gather information from various resources and subsequently have to organize them in an efficient manner in order to be able to use them in constructing oral presentations. According to the authors, it is more relevant and efficient to group the notes into themes or sub-themes than through works consulted. Organizing information on topics is proving to be a difficult activity for students and also required a training activity followed by the teacher.

It should be noted that the students who managed to make the internal representation of the information in an efficient manner are the ones who succeeded the most in returning the information during the oral presentation and were able to answer the questions asked by the public. They were also the ones who managed to chart the information thus obtained and were able to easily build a work plan. These students felt that it was very easy to perform the task correctly during the time allowed and they made the most progress in their work.

Developing a strategy

Adopting a work strategy is just as important as selecting a process or representing information, because it allows the establishment of a chronology according to which the successive stages of carrying out the task. A poor conception of the successions of the stages will inevitably lead to a significant loss of time and energy and will discourage the student from achieving a mediocre result. For students it was very difficult to formulate a working strategy and follow it through its successive stages. They often tend to skip steps to complete the task faster. They believe that once the subject has been identified and the information found, their work is done: you just have to type or copy the notes taken to complete the task. This resulted in a rather significant waste of time and often required a return to make basic corrections to the group's approach. Allocation of resources For the first oral presentation, general time is allocated for all tasks and sub-tasks to be performed. The students themselves must properly allocate the time to complete the presentation on time. However, it has been proven that this is a skill that students do not master: all groups have exceeded agreed deadlines and persisted in performing various tasks. In order to overcome this difficulty, a general time is allowed to perform the tasks for the following presentations, but a careful allocation of time is required, just before starting the activity. A time controller is set in each group, the task of which is to remind the others the time left to perform each task. Also, the students spent a great deal of time searching and consulting documents, were unable to apply an effective method to use paratexts of documentary works, and are lost in documents and drowned in information. For this reason, the number of documents to consult and the resources to be used is also limited, especially for digital documents and Internet browsing to better channel their energy and activity. 6. Process control At the beginning of each session, students are asked to briefly present what they have done, the steps already taken, what remains to be done and especially what they will do during the work session. . They noted the resources consulted in the notebook so as not to waste time looking for them at each session. In the beginning, the students made a kind of log of the route's recruitment. Subsequently, when they made significant progress in the task, they verbalized at the beginning of each session the tasks performed and those performed, as well as the time allowed to complete each step. .Evaluation of solutions

Monitoring the students during their activity made them aware of feedback and, above all, to translate it into an action plan, so that they can go back and make the appropriate corrections themselves. thing. Initially, the teacher relied on external feedback, helping the students formulate their observations through a series of questions about the goals, the approach followed and the results obtained, so that they could make the necessary changes. Little did the students manage to write an internal feedback on the quality of their work. The task is not easy and it is easier for the students to identify and formulate problems encountered in the activities of others than in their activity. Subsequently, they managed to discern their own problems and figure out how to solve them. But few groups have managed to apply significant corrections. They became aware of the mistakes they made, but they could not use this ability to improve the quality of their work or to change the approach taken.

Evaluation of activities

In our project, the final stage of each activity consisted of the oral presentation of the slide show and the panel made by the members of the group in the two classes. Each presentation is followed by a ten minute oral interaction with the class group and teachers. The students explain the working methodology adopted during the project. It also presents the problems encountered and how they managed to overcome them. The evaluation focused on the different skills covered by the project: technological, linguistic, transversal, cognitive and social skills, etc. The disciplinary skills are evaluated separately with the teachers of the disciplines concerned.

Work problems

This evaluation focused on three axes: – The educational field of the interdisciplinary project – The development of linguistic, transversal, social and cognitive skills in a situation of communication and interaction – The development of technological skills and the mastery of documentary research The final presentation of each project and the discussions that followed around the design and production processes, they made the students aware of the complexity of the tasks performed, the variety of skills acquired and their understanding in a coherent whole. Above all, this allowed them to better master technological skills, but also to improve their linguistic performance in terms of oral production and interaction. Also, they were able to write correctly, due to the reading, comprehension and reformulation activities. Social, transversal and cognitive skills continued to benefit from this learning, although they were not directly targeted by the project. 7.6 Working hypothesis As mentioned above, two classes participated in this project and took part in the observations: an experimental class and a control class. The first class has integrated ICT in a systematic way in its activities (documentary research, group work, oral presentation) of learning French and science (SVT1) at one and / or two hours per week. The second class conducts the same activities (documentary research, group work, oral presentation) using a traditional environment: paper and pencil. It should be noted that the two classes regularly take computer science courses, a discipline that is part of the regular school program and this for one hour a week. As we have already shown, this hour of computer science has so far not yielded satisfactory results in terms of acquiring computer skills, regardless of teacher and class, because '' it is an empty discipline of content, divided into purely technical manipulations, without no application that allows the mastery of the computer tool and the transfer of knowledge. Our main hypothesis is that the observed change in learning is not only due to ICT integration. We find it essential to look closely at two essential elements: language skills and computer skills, because, often, the technical problems encountered in completing an SVT project or the Life and Earth Sciences negatively influence the learning process and dampens the pace of the students. I also paid special attention to group work. To measure students' progress and progress in their learning, we use several measuring tools: – a questionnaire about each student's practices (taken at the beginning of the school year and once at the end of the school year) to measure the changes and to compare the habits and practices of students in computer science – Three IT tests to be performed individually: pre-test in October an intermediate test in February and post-test in June, in the form of an activity to be performed on the computer, in the presence the librarian, to measure student achievement, especially regarding the use of the basic functions of Power Point®.

The contents of the test are on a floppy disk and a paper instruction sheet is distributed to the students so that they can check the steps taken. Each test is followed by a computer positioning or self-assessment file that the librarian completes with the students, referring to the activities performed or mastered by the latter. This is the same sheet that students need to complete after each test, so that we can compare their knowledge in the computer field and what they truly believe they have mastered. The elements on the positioning sheet are largely inspired by B2i. – Three tests in Romanian: a pre-test in October (annex), an intermediate test in February and a post-test in June (annex) to measure students' level and to observe their linguistic progress. The same theme is treated animals and the same elements are found in these isomorphic tests: comprehension questions, personal pronouns subject and complement, sex and number. – Three tests in Romanian: a pre-test in October an intermediate test in February and a post-test in June (annex) to measure students' level and to observe their linguistic progress. The same theme is treated in these animal tests and the same elements are found in these isomorphic tests: comprehension questions, subject and complement personal pronouns, sex and number. These tests are largely inspired by Romanian language tests and aim to check whether the problems encountered by students in the French test level come from problems related to language or comprehension problems. – Three scientific tests: a pre-test in October an intermediate test in February and a post-test in June to evaluate the general scientific knowledge of the students, acquired over the years. – A grid of evaluation of group work, which will be completed by the librarian and the teachers present during the group work sessions and by questioning the students. This grid is inspired by the behaviors developed by Cohen in focus groups. It allows us to observe certain behaviors of the students and the changes made during the school year (Appendix).

An evaluation grid for oral presentation that contains language-related criteria (especially test items in Romanian), criteria related to oral presentation techniques, and body language criteria. This grid will be completed for each student after each presentation. It seems to us that the situation of the group makes this work impossible to do, because no observer can track and record everything that can happen during the presentation of the work of a group of learners. For more fidelity and to fill the grid as thoroughly as possible, we decided to film the oral presentations and then fill the grid by viewing the filmed sequences. The audiovisual recordings also allowed us to analyze the classroom practices well.

Part three: experiments

The first experiment The first experiment The project consists of introducing students to computer-assisted oral presentation (PréAO) as part of the school curriculum. It is a complex task that requires a lot of training and skills from teachers and trainees. Many elements come into play and can disrupt the smooth running of the activity. The project is carried out at the RDI with the documentary-teacher who was in charge of coordination, because she is the only one who can follow the students throughout the project, regardless of discipline, the other teachers being available only during their course. The project is divided into several stages. A step we called pre-project and which is preparing the students for the project. Mini-projects are launched to familiarize students with documentary research, information sorting and reformulation … important elements to make a quality oral presentation. At this stage, students are introduced to group work and the distribution and rotation of tasks within the group, as well as talking, exchanging opinions and listening to each other. . This stage takes place in Romanian for the Romanian discipline and in Romanian for the other disciplines (Romanian, history, science). This training took place over two months, during which time students were introduced to research and sorting information, reformulation, group work, speaking, exchanges and discussions … the experiment took place over five months1, from January to January at the end of May, in proportion of two or three hours of weekly work at the RDI. If we take into account the examination or control days and public holidays, we finally managed to devote an average of ten hours to each presentation.

Observed classes and working methods The experiment we carried out is part of the activities and projects carried out at the RDI in collaboration with teachers from different linguistic or non-linguistic disciplines (DNL). Two parallel classes of EB6 / 6 of 27 and 28 students were chosen to conduct the experiment. The two classes have almost the same level, followed the same school curriculum and have the same teachers in all the subjects taught. The class group always led the project in the presence of two teachers: the documentary teacher and the discipline teacher (Romanian, history or science). The language used is Romanian, even for subjects that are not taught in Romanian, such as 1 It must be taken into account that the students could not follow the experiment for a week in December, because of the Christmas holidays, nor in February because of the semester exam and not during a day of April 20 because of the Easter holidays. Also, it should be kept in mind that students do continuous monitoring between October, November and December and then between March, April and May, which further reduces the time spent in our experimentation.

Students are divided into groups of 4 or 5 while completing tasks with instructions for distributing tasks among themselves and especially taking care to change roles so that only one person does not monopolize a precise role. The approach followed by the two groups is exactly the same and is carried out with the same teachers. Only the environment used to present the final product is changed: an oral presentation with a slide show produced on PowerPoint® for the experimental class, a wall panel for the control class. The class group never carried out a documentary research. Students do not know the document storage system or the existing document collection, much less the computer management software3. No student comes from outside the school, however, there are two or three students who repeat class. The students developed their entire school curriculum together from the first kindergarten to the EB64 class. They all know each other and get used to working together. On the other hand, they are not initiated in group work, nor in documentary research, and have never made an oral presentation, whether computer-assisted or not. The research project5 is presented to students, teachers or coordinators as part of the school project, so that everyone feels involved in its achievement and takes a serious part in the development and completion of all stages. Even teachers and coordinators did not know that it is an experimental project of fear that they will intervene in one way or another to change the results of the study6. On the other hand, at the end of each stage, the results were communicated to everyone, teachers and coordinators, so that everyone could adjust their approach and make the necessary changes to improve their educational approach. 1 For the history teacher, this is the acquisition of transversal skills, so that the language taught does not matter. On the other hand, from the content point of view, he worked with the two classes in translating the lexicon (from Romanian to Romanian) to ensure the understanding and acquisition of the key concepts. Since the implementation of the new programs in 1998, the EB6 / 6ème class has been part of the mayor. It is the third class of the P2 cycle (high mayor). In the unit where this study is being conducted, EB6 students participate rather in the CDI (Documentation and Information Center) than in the BCD (Library Documentation Center), reserved for the mayor, so as to learn more early documentary research. 3 The software used is BCDI3 from Poitiers. It is also used at BCD to manage the fund only. No initiation is given to the children, so they use the software alone. BCD students simply consult the color margarita to find the documents they need or to choose books at random. In fact, there are very few students who change their school in kindergarten or in the primary classes, unless there are problems with studies or with management or serious financial problems. In addition, professional mobility hardly exists in Romania, and people do not move much. They almost always try to work near their homes and when it is necessary to travel, the trip is made during the day. Sometimes the father works abroad, but the children stay in Romania with their mother or grandparents and are educated in local units.

It should be mentioned that the project was jointly decided following the meetings of the coordinators of the different disciplines. Some coordinators hesitated long before making their choice. We managed to convince the hesitant of the usefulness of our project and oriented their choice according to the needs of our study. The project was unanimously chosen and adopted by all teachers. In most cases, teachers work in a spirit of competition and not collaboration. They are encouraged, directly or indirectly, by the management, which is trying to control everyone better. This state of affairs greatly influences the working climate and the relationships between staff.

The first experiment

The activities carried out in a learning group promote the improvement of the students' abilities and the acquisition of new knowledge. It remains to be seen whether it is more cost-effective in terms of performance and work to form homogeneous or heterogeneous collaboration groups. Many researchers have addressed this issue, and the results of their studies emphasize that collaborative learning is beneficial for both types of groups, homogeneous and heterogeneous. The difference is observed in the students' abilities. In other words, students with weak abilities perform better in heterogeneous groups regardless of the observed gender variation, while students with high abilities perform well in both groups. As for us, we opted for distribution in heterogeneous groups in the 2008-2009 school year, following the technique recommended by several researchers, as presented by Goupil and Lusignan. This technique consists in dividing the students by classifying them into groups in descending order according to their notes about the previous work. Each student is assigned a letter that represents the working group and then reverses the digitization order. To apply this technique of working group formation, we chose to classify students in descending order according to the general average obtained at the end of the previous school year (2007-2008) in class EB5 / CM2, then the number in descending order from A to E (six subgroups) to be able to group them each later, according to the letter obtained. So the students who got the letter A are grouped, the ones who received the letter B are in the same group and so on. The same process was used to group them a second time for the third project, but this time, the classification is made according to the general average obtained in Romanian. Then, for the second experiment (October – November 2010), the classification is made for the four classes (EB6 / 6 and EB8 / 4, for the experimental class and the control class) according to the average obtained in science (SVT) during the first continuous monitoring of the current school year (October 2010). This mode of action makes possible the existence in each group of students with heterogeneous levels, but the groups themselves are homogeneous and have almost the same level or average. Viau lists the principles that allow teachers to provide motivating learning activities to students. We will take a closer look at them, trying to explain how we implemented them in our current project.

A learning activity should empower the student, allowing them to make choices. The feeling of controllability is a determining element of motivation. The teacher must be able to detach during a learning activity to allow the student to exercise some control over his or her learning. The student must be able to choose between the learning procedures they will want to set up or the documentary resources they will want to consult. Students have free access to the existing documentary fund at CDI and can consult digital documents online or offline. They also have the opportunity to choose the approach they find most appropriate to find the information they need to carry out the learning activity. They also have the freedom to present their presentation as they see fit. A work plan is not provided to students. Each group is supposed to figure it out. Also, students are invited to show originality by presenting their project to the whole class.

A learning activity must be relevant on a personal, social and professional level. It is essential that students perceive the value of an activity so that they are motivated to carry it out. For this reason, the starting point of the project was to allow students to highlight their own deficiencies and to specify their needs for the skills that will be acquired in order to properly conduct their learning. Choosing a learning activity based on documentary research is not free. This is an activity that the students will need throughout the school and subsequent university and professional studies, given the amount of information they have to deal with. For this reason, it seems to us that this activity with its two parts, documentary research and oral presentation, can be part of a promotion process, because it allows students to acquire the skills they will need throughout their lives. their. 3. A learning activity must be cognitively demanding. It is important that the student has a positive opinion about his / her competence to carry out an activity. In order to achieve this objective, the activity to be accomplished must be complex and demanding at the cognitive level. Achieving this also requires the implementation of learning and self-regulation strategies. In our case, the activity proposed to the students requires them to mobilize knowledge and strategies, because they have to plan, search, analyze, sort, classify and organize information. They are also required to reformulate and communicate the results of their project to the whole class group. By successfully completing an activity of this magnitude, the student will have a better opinion about his abilities, which is an element of motivation for him to invest more in the learning activities offered in the classroom. 4. A learning activity must be interdisciplinary Researchers emphasize the importance of basing learning activities on daily life, where it is often necessary to use several types of knowledge to solve a problem. For a long time, school activities were distributed in a specific and disciplinary field. Plot learning allows the student to flourish and make sense of his learning. The interest of our project lies in the fact that it is interdisciplinary. Achieving it requires from the students the use of the various knowledge acquired in diversified fields. Whether it is skills related to documentary research (document research and choice, sorting information), language skills (reformulation and drafting of the plan and content) and technological skills (PowerPoint® presentation wisely using the different basic options for the experimental class. ) or scientific or historical knowledge … all these allow the student to work in interdisciplinarity to carry out the required learning activities better. 5. A learning activity must be productive Any learning activity must lead to a final, concrete and identifiable product. This product gives a different meaning to learning: fragmented and fragmented, it becomes a coherent and motivating whole for students. In our case, it involves making a computer-assisted oral presentation using PowerPoint® software for the experimental class and a wall panel for the control class. For this, students must develop all stages of the product from its conception to its realization. This allows them to make sense of their learning and especially to realize the interest of the required school activities. The active participation of the students in the realization of the product not only is desired, but it must be requested and encouraged by the teacher. Thus, students better realize the value of school work which becomes a source of pleasure and motivation for learning. 6. A learning activity must be a challenge for the student. It is advisable that learning activities are not too routine to arouse students' interest. Achieving them should be a challenge for students. If it is recommended to use video games and simulations in the school context in order to stimulate the motivation of the students, we have chosen to carry out our learning activity in a different environment from that of the traditional classroom. For the students, the fact that I worked the whole activity at CDI constituted a break in the daily routine of the class. Added to this is the freedom of the students to look for documents that answer their questions. For once, the teacher is not the only source of information, but due to oral presentation, students have the opportunity to simulate the role of the teacher and to explain a concept, answer questions or provide additional information. They must also explain the approach they have taken to carry out their activity. Finally, comparing their notes, they managed to reconstruct and restore all the information provided during the various presentations. Chapter 8 154 7. A learning activity must allow students to interact. The learning activity in question is carried out through group work. Students are divided into four or five members per group. During the activity, they must discuss together, change their views, accept compromises, agree on the approach to be taken, on the content … so that the activity can move forward. Some activities started with individual work, such as drawing up a work plan or sorting information and reformulating it. Then, the students, in small groups, presented their ideas and compared their techniques, negotiated the content to find a satisfactory compromise for everyone. On several occasions, they were forced to complete their work by returning to the original documents to ascertain the contents or to put an end to a dispute. This continuous interaction made it possible, despite some difficulties at the beginning, to improve the motivation of the students for the learning activity. A learning activity must take place over a sufficient period of time It is normal for such a scale activity to take time to be successful. It is necessary to give time to the students, so that they can figure out the best conditions and especially that it is necessary they have time to return to each stage of the activity in progress. It is also true that, in a teaching-learning situation, teachers are always harassed by the schedule, because the topics are divided into small sessions, without relationships between them. Due to the interdisciplinarity, the learning activity has acquired not only significance, but also in hourly volume. The learning activity is divided between several disciplines, and the completion of each stage required the intervention of several teachers. Thus, the students had enough time to assimilate what they were asked to do and then they managed to complete the activity.

A learning activity must include clear instructions. Viau adds one last necessary condition to motivate students. It refers to the clarity of the instructions. According to this researcher, a clear and precise instruction allows the motivation of the students to be maintained. It also helps them persevere in the pursuit of complex activities that require quite a large investment of time and energy. On the other hand, vague instruction risks demotivating students, because they are not able to know what they are required to do, what is expected of them and especially what final product they have to do. From the beginning, we worked with the students to develop the learning activity, specifying immediately the final product expected, as well as the stages of project implementation and evaluation criteria. At each session, students begin to score the steps taken, the process followed and what remains to be done to complete the activity. Obviously, this took time, but it allowed the students to always know where they were in their learning activity. The first experiment The evaluation process and the presentation of tests Our study is based on three oral presentations by students over a five-month period undertaken with two school holidays, two continuous exams and one exam. After a period of two months from the beginning in the documentary research and the oral presentation, the study itself could start. During the project two evaluation systems coexisted. For the disciplinary subjects, the teachers chose to assign a grade 1, while the teacher-librarian preferred another form of assessment based on the exchange and verbalization with the students about the acquired skills, as well as the discussion of the comments that accompanied each presentation. Viau offers three elements for developing effective assessment strategies that allow learners to get involved in learning activities. We applied them after each stage and after each oral presentation to allow students to benefit from their mistakes and thus improve the quality of their work. Pre-test Intermediate test Post-test Romanian language Romanian language Romanian language Romanian language Romanian language Romanian Sciences Sciences Informatics Informatics Informatics Self-assessment (informatics) Self-assessment (informatics) Self-evaluation (informatics) Questionnaire (practices) – Questionnaire (practices)

Romanian and Romanian language tests are isomorphic. They are designed according to identical methods and contain the same elements. Students performed all the tests three times, except for the questionnaire they only performed twice: with the pre-test and the post-test. All the tests are reproduced in 1 The Romanian teacher noted the reformulation of the written production, while the teacher noted the content and the scientific information. The latter also passed a written test on the content of all presentations. This helped to make students more attentive during oral presentations and encouraged them to practice taking notes in an authentic learning situation, because from the notes taken they have the opportunity to reconstruct the content for the study. ” The teacher evaluations were included in the report sheet for continuous evaluations. For issues of readability of the results, we preferred to divide the general questionnaire (Annex 10) into two parts: ICT practices and French practices. As we have already shown, the pre-test as well as the other two tests are designed in the same way and contain the same elements. Romanian language tests are isomorphic and consist of reading a documentary text followed by a questionnaire consisting of two main parts: general understanding of the text and grammatical study, General understanding Grammar study Text topic (2 questions) Pronouns (2 questions) Understanding questions (3 questions) Gender and number (2 questions) Synonyms of a word (1 question) –

Table 10. Elements The Romanian language tests and the Romanian language tests The pre-tests in Romanian (Annex 15) and Romanian (Annex) are as close as possible to the tests that students take at school and which they will have to take. official patent tests. These tests were examined by the coordinators and teachers concerned before being offered to the students. The drafting of the tests was also based on the national tests. Modifications were made to better suit the public for this study. They were reduced to fifty minutes. The test items chosen are those that usually present the most problems for students, especially those regarding the use of pronouns or the transformation of gender and number. The topic chosen is that of animals: it is a scientific topic within the reach of students and is part of their science program. Romanian language tests and literatures were developed in this way to compare student outcomes and to see if the difficulties encountered are cognitive or rather related to language learning. The computer pre-test (Appendix 11) consists of a manipulation of the PowerPoint® software that is used in this study. Students must follow a specific instruction to use the basic software options: launching and closing software, launching an existing file, changes (font size and font size), using the PowerPoint® embedded spell checker, insert an illustration saved on the floppy disk, find an illustration found on a website, search for information on a particular site. The animation, transition, synchronization or aspect options were considered complex and irrelevant in the context of our study.

Each student receives the typed instruction preceded by a checkbox each time he executes a manipulation and a floppy disk containing a folder of image files with the presentation (in .ppt format) to be edited. The pre-test took place after two hours of introduction to the basic options of PowerPoint® software in the computer room and before applying the key concepts. Students did not have time to make a PowerPoint presentation before testing. The initiation was given to the experimental class and the control class in computer hours. After the computer pre-test, each student receives a self-assessment skill grid using almost the same elements of the computerized test, to compare each student's actual skills and mental representation of their computer skills (appendix). According to Viau, students find it difficult to properly judge their ability to overcome certain difficulties. It is overestimated and considered to be too competent. The self-assessment sheet is inspired by the skills targeted. It consists of three parts: 1. Mastery of the computer

2. Creating, creating, modifying and using slides using PowerPoint®

3. Searching, documenting using a multimedia product (website, CDI database) The science pre-test (Annex 21) is rather made up of general scientific elements that each student should master. It is mainly based on general scientific knowledge. It is made up of ten multiple choice questions. This is the only test that was developed by the discipline teacher, because the documentary teacher does not have sufficiently sound scientific knowledge in this field. The tests have a variable duration depending on whether it is a test that requires writing or not (check boxes only QCM type): Romanian language test Romanian language test

IT self-assessment questionnaire (IT) Test duration 50 minutes 50 minutes 20 minutes 50 minutes 20 minutes 30 minutes. Duration of various tests 1 Getting started was easy because students already know the Word® program, a word processing software that shares the same basic interface.

The students passed the Romanian and Romanian tests in the exam room, the science test in class1, the computer test at the CDI and in the computer room and the self-assessment and the questionnaire at the CDI. The students were not prepared for the previous tests and no correction followed the tests for all the disciplines concerned. During the tests, no help is given to students who are warned that it is an experimental test in the school project and that this test will not be marked, but evaluated to improve their working methodologies and their academic performance. The pre-test took place at the beginning of the year, three weeks from the beginning of the school year, to allow students to get used to the school and teachers again. The tests of Romanian and Romanian were organized simultaneously in the two classes. Each class passed the science, computer, self-assessment and questionnaire tests without any means of communication between hours (for consecutive hours, without interruption through recession) and this to limit the communication between students and the exchange of information on the contents of the tests. The choice to take tests with the two class groups or with a single class group is dictated by the need to organize, reserve and occupy a room, especially the exam room, the computer room and the IDC, as well as to solve the problem. monitoring and availability of teachers. The tests are distributed over several days: the Romanian and Romanian language tests took place on the same day, the computer tests, the self-assessment and the questionnaire (French practices and ICT practices) one more day and finally. the scientific test was done on the third day. We preferred to spread the test over three days (over one or two weeks) to reduce the effects of stress and fatigue that students would suffer by presenting all tests on the same day, but also because of the logistical problems, because it is impossible to release such intervals. important time and to mobilize rooms and teachers for such a long period outside the exam periods. For these reasons, we opted for a distribution, which seemed more prudent, of the tests over three days. The intermediate test is built on the pre-test model and resembles it in terms of the writing tests, the content and the elements that compose it. As shown above, only the questionnaire was deleted because it was considered useless at this stage of the study. The duration of tests is maintained, as well as the distribution of tests in the room and over several days. The same person, the librarian, who was in charge of correcting the pre-corrected test, also corrected the intermediate tests and this to have more logic and cohesion in the correction. Each class has its own room in Romania. These are the teachers who move with their equipment from room to room, except for CDI, computer science, technology, plastic arts and sports (EPS), where the students move with their disciplinary teacher. 2 The students took the computer test in the computer room and at the CDI, so that everyone could have an individual computer that would allow them to perform the test alone. The part of the test dedicated to finding information on the Internet was canceled for the intermediate test due to connection problems: the unit was disconnected for almost two months between January and March 2009, following the change of the access provider.

We opted for texts with a small enough size to reduce the time spent reading by students and thus allow them to focus on the questions and answers to write. Due to a slightly overloaded program when approaching the semester exam (revision period, but also the presentation of tests in advance, such as the English test, citizenship or history tests – geo, as well as oral tests), the students could not do the intermediate test after the first presentation. They had to wait until the end of the half-yearly review that took place in February to do so. Finally, the intermediate test took place in the first week following the exams and under the same conditions described above for conducting and distributing the tests. It is almost a month of waiting between the first oral presentation and the intermediate test. The post-test is also based on the model of the pre-test and the intermediate test and includes the same number of tests with the questionnaire (ICT practices) that the students did not complete at the time of the intermediate test. . It also includes the part related to the documentary research on the computer test that the students were unable to follow because of the connection problems when the intermediate test was carried out at the end of February. The post-test was done one week after the third oral presentation, at the end of the school year, at the end of May. It was carried out under the same conditions as the other two tests and according to the same working methods. It was also corrected by the teacher-librarian who corrected the other tests.

The course of the initiation and training phases Training in documentary research and oral presentation is divided into four main periods to facilitate the tasks of project initiation and management and, subsequently, to allow teachers and to provide students with a more detailed analysis of each period. This allowed the students to observe a progression after each period of chapter 8 160 and facilitated spiral learning through a permanent return of skills. The successive sessions specific to each period are not independent of each other, but rather form a continuum that allows students to evolve at their own pace and in successive and iterative stages.

Project launch o Introduction to documentary research: research and sorting of information, reformulation o Initiation into group work o Introduction to the techniques of making a computer-assisted oral presentation or on a wall panel o Assessment 2. Making the first presentation o Sorting information and reformulation o Initiation of group work o Making an oral presentation assisted by a computer or on a wall panel o Assessment 3. Making the second presentation o In-depth documentary research: research and sorting information, reformulation o Deepening group work o Deepening the performance of a computer-assisted oral presentation or on a wall panel o Assessment 4. Carrying out the third presentation o Deepening the documentary research: research and information, reformulation o Deepening the work of the group o Deepening the performance of an assisted oral presentation computer or on a computer wall panel o Evaluation Table 13: Stages of project execution. The preparation phase begins with a presentation session of the project in its broad lines as well as content, objectives and skills that must be developed at a disciplinary or cross-cutting level.

A provisional timetable for the different phases is prepared with the students, taking into account the continuous checks and the exam periods. At this 1 In the unit where this study took place, students take two continuous exams and one exam in the first semester and one continuous exam and one exam in the second semester. Other units in Romania carry out their activity on a quarterly basis and prefer instead the control of an examination followed by an examination three times during the school year. The first stage of experiment 161, they are divided into groups according to criteria related to the scores obtained. The students changed the groups only twice after an explicit request from them and only for the third presentation. The different tasks are first performed individually to allow students to reflect on the problem and to draw up a work plan, then in groups to discuss with the other members. For each oral presentation, the following tasks were performed and different working methods and language activities were required:

Tasks, working methods and language activity The task to be carried out

Working method Language activities Duration Sessions Choose a project Oral interaction 5 minutes First and second session (100 minutes) Establishing keywords related to the topic to be addressed Individual

Written production 10 minutes Fight your keywords and work out a plan

In the group Oral interaction Written production 25 minutes Make a first presentation project In a group Understanding reading Oral interaction Written production 50 minutes Show a first presentation project In a group with the teacher

Oral production interaction orally 10 minutes

Writing content and reformulating information in a group Understanding writing Oral Interaction Pro 50 minutes written writing

Third and fourth sessions (100 minutes)

Search, collect and sort illustrations In group Oral interaction 20 minutes

Show a second presentation project In group with the teacher Oral production Oral interaction 10 minutes

Improve, correct and enrich the presentation In group Written production Oral interaction 20 minutes Practice the oral presentation techniques Individual in front of the class group in the presence of the teacher Oral production Oral interaction 50 minutes

5th session (50 minutes) Present and comment on the presentation. Interact with the class group In a small group in front of the class group in the presence of the teacher Oral production Oral interaction 50 minutes 6 session (50 minutes)

Educational progress followed: build the foundations of documentary research. Indeed, it is a cross-cutting ability that is difficult to master, but important for the realization of the project. The progression itself started immediately after the pre-test at the end of October. It is the same for the experimental class and the control class and has proposed the same working materials. The same working and learning methods were adopted for the two classes and the same number of hours was devoted to each stage. Only the final product support is different: a PowerPoint® oral presentation for the experimental class and a control panel wall panel. Indeed, each class participating in the learning phase, makes, at the end of the course, an oral presentation in Romanian based on a set of digital documents or paper. The subject of the first presentation is From the mythical invention of writing to the digital book. The documents offered are books and documentary reviews at the RDI, which students must consult to sort documents and information before selecting the most relevant information and reformulating them. The last step is to do the oral presentation with PowerPoint® or on a wall panel, depending on the class and searching for illustrations on the Internet. A preliminary step was needed to prepare students for documentary research.

Each teacher from a different subject2 dealt with a sub-topic and developed it entirely with his class divided into small groups. Each group worked on all the documents dealing with the sub-theme, reformulated the information and presented the oral content. Two teachers are constantly present in this phase. They are the teachers of the taught subject (Romanian, science or history-geography) and the documentary-teacher. In this preliminary phase, the activity of the teachers focused mainly on the monitoring of the students. They focused mainly on the principles of documentary research and on reformulating and restoring information. An oral presentation in the presence of the class group followed this step in each discipline, the class group was responsible for all the content presented. From the information gathered at the time of the oral presentation, the various groups reconstructed the first presentation using PowerPoint® or a wall panel. Students who have never done any documentary research before and do not really master the paratext of a documentary book. In addition, they have never performed group work in good and proper form, hence the presence of this preliminary phase considered necessary to initiate students in documentary and group research.

The disciplines aimed at initiating documentary research and group work in the first stage are: Romanian language, history, science and Romanian. Apart from the Romanian language, the initiation took place at the CDI in the company of the documentary teacher.

For this first step, paper documents were favored and even imposed1. In this phase of the study, the use of the Internet was reduced only to looking for illustrations, without any initiation from the teachers who appreciated this useless ability for the rest of the project. The students who knew how to do it were responsible for finding the illustrations for the group or for showing the manipulation to be done to others. Students have the option to save the illustrations found on a USB2 key if they have one, or to immediately print the illustrations for the wall panel.

Disciplines in question: Romanian language History Romanian language5 Sciences Topic treated The mythical origin of the invention of writing From the historical origin of writing to the invention of printing and publishing in Romania From the invention of paper to digital book Recycling of paper Used languages Romanian language Romanian language Romanian language Romanian language

Duration 4 sessions 6 sessions 6 sessions

Distribution of sub-themes by discipline and languages used (initiation phase)

All At this stage, students are constantly invited to verbalize the tasks performed and the procedures followed for their accomplishment.

This allowed them to reflect together on their reading / sorting / rewriting (rewriting) practices and, in particular, on the processes used to understand the topic of research through the selected keywords, how to choose a document, select information, reformulate them, write them … I have favored, at this stage of the project, the strategy of dialogue with the students in order to stimulate their reflection and thus encourage discussion. This involves the interaction between students, but also between students and teachers.

Subsequently, they copied in the CDI specification various steps to take to carry out a documentary research and the procedures to use to be successful. At the beginning of each session, 1 Paper support is required, but not the document itself. Students are free to choose the document that seems most relevant to their research. The role of the teachers was in this stage of checking with the students whether the chosen documents really answered the presented problem. Support small data with flash memory. 3 The different stages of the project took place at the RDI. Students have the constant right to consult the documents in paper or digital format made available to them. CDI is equipped with thirteen networked workstations, connected to the internet and a color laser printer. Only one computer is reserved for the documentary teacher. 4 Documentation is not a discipline that has to be taught outside of school. It aims to develop transversal skills. For this reason, there is no fixed time for the initiation works at the RDI. The students work there during the class hours, they are accompanied by their disciplinary teacher. Only the Romanian teacher carried out the research work in the classroom, because the RDI is always busy, and the number of documents in Romanian is very small. Students have photocopies of documents from books, magazines or the Internet. Their work focused mainly on sorting information and reformulating it. A few minutes are devoted orally to take the points already mentioned and to check if all students have mastered, at least theoretically, these techniques and the different stages of documentary research. It is true that the heterogeneity of the two classes and the differences in the learning and acquisition rhythm of the students played an important role in the progress of the project, but the impact of such diversity was absorbed due to the activity of group and project work that allowed the teachers to offer a very important place for students' autonomy and exploration through documentary research, reading, sorting, reformulation and, above all, rewriting. This working method requires students to cooperate and negotiate, which involves a more flexible exchange of decisions and time management. What is important in this approach is to promote students' awareness of the need to master rigorous working methods on documentary research, to use them and to use them in the realization of projects under study. The first activity launched is reading myths1 to discover the mythical origin of the invention of writing. Each group orally presented the results of the class group's research, which became responsible for all the content. During the presentation sessions, the students took notes because they did not know the sub-topics presented. At the same time, it is an exercise to better control the taking of notes and the selection of information from an oral medium. At the end of each presentation, students are offered a moment to discuss their questions or ask for clarification.

As already mentioned, the teachers asked questions about the working arrangements at the end of all the presentations. Thus, the students were able to express themselves on the difficulties encountered and the means adopted to overcome them. They were also able to verbalize the different stages of the documentary research, in order to better understand it, the adopted working tools or the written help sheets. It is also the time to give students the opportunity to ask the class group the problems encountered during the execution of the task, organizational problems, but also problems related to skills. Together, they were confronted with their working practices and methods and were able to choose the techniques that they thought were best suited to their needs. These situations are called deferred because they use writing activities to identify fundamental problems, but delay the search for more elaborate solutions. These situations make it possible to identify the problems encountered in structuring the situations as early as possible and, therefore, make it possible to mobilize the solutions accessible to students in functional situations. What is interesting in itself is that you can articulate the three situations: functional, structured and deferred, in order to allow students to invest them adequately in their activities and thus become more autonomous in their learning. To achieve this objective, students are asked throughout the year, through documentary research and oral presentation, to use their own techniques.

Students read the Sumerian, Egyptian and Phoenician myths about the invention and origin of the first alphabets. The first experiment 165 making it possible to identify problems, find solutions to overcome them and try to solve them and solve them in time to be able to reach the proposed goal and reach the final task.

Group 1 Group 2 Group 3 Group 4 Group 5

Treated topic The mythical origin of the invention of writing The historical origin of the invention of writing The invention of the print The first print from the Middle East and the publishing houses in Romania Manufacture and recycling of paper

Distribution of topics by group (first oral presentation) Subsequently, the class group divided the sub-themes again to produce the first oral presentation of the experiment. This stage required two periods 1 for reformulation, three periods for presentation on PowerPoint® or on a wall panel, one period for preparation for oralization and one period for oral presentation itself. Only the Romanian language is used in this phase and this one for the three disciplines: Romanian language, history and science (SVT).

The information collected in Romanian language during Romanian history and times are translated into Romanian and integrated with other information during the activity of the group. Some students encountered difficulties in this phase of translation, because they did not really master the Romanian language and even less the vocabulary specific to the topic. The time devoted to the different moments of the project is reduced to the maximum to limit the waste of time and to channel all the energy of the students towards its realization. This choice is justified by the fact that students fail to manage time correctly: they constantly request extensions to complete the tasks to be performed. Reducing time has forced groups to distribute tasks more intelligently and, in particular, to focus on important information. The teachers reserved a period in the calendar for each presentation, which they dedicated to oral preparation, because the students do not master this ability. They tend to either read their presentation in a monotone voice or recite it after memorizing it. During this period, they practiced using the techniques of oral presentation, controlling their flow and working on pronunciation and articulation, as well as the volume of their voice. It is clear that the time allocated to mastering these skills is insufficient. It is rather an initiation that must be deepened throughout the school year and throughout the presentations. Students are chosen in turn 1 The school time is divided into periods of fifty-five minutes each. The travel time of the students between the classrooms located on the first floor and the CDI located on the landing between the ground floor and the first floor must be reduced during this period. It is reasonable to estimate the travel time to be about five minutes. Students leave the CDI at the bell, but sometimes five minutes before the class can arrive in time. Chapter 8 166 during this period to be able to present to the class group their part of the presentation. The class group should first respond to presentations and provide them with critique and advice, so that each student can improve their working techniques. The disciplinary teacher and the documentary teacher finally intervene to help students self-evaluate and evaluate others. A list of strengths to keep and weaknesses to improve is compiled with the class group after each presentation, to allow students to improve their performance in the following presentations. The second presentation concerns the reproduction of the animals and took place after the intermediate test. It took place after the half-yearly review.

It is a scientific activity carried out at the same time by science and French teachers. It took place entirely at the RDI with the disciplinary teachers and the documentary. The activity started with a questionnaire on the criteria of a documentary research, then on those of the oral presentation. This allowed the students to return to the skills acquired at the time of the first oral presentation. They quickly presented the procedure to be followed and mentioned the problems encountered in group work, documentary research, PowerPoint® manipulation and oral presentation. Each solution proposed to overcome the difficulties and improve the quality of the task at hand. The students were able to consult the CDI handbook on which they wrote the steps of the documentary research, but also the problems followed, the help sheets and the tools needed to develop each skill. The same notebook is used for drafting the work plan, taking notes, reformulating … This allowed them to keep written records of their intellectual progress and, in particular, to be able to return to each stage to evaluate the journey. Later, the students, in small groups, chose different types of animals to start the research.

Time is given to the various first groups of experimenters to write the research plan, then a pooling allowed all groups to discuss the elements of their plan to agree on a single plan. At this stage, teachers also decided to set working hours to limit time wasted. No delay was granted for delays that continued slide or panel presentation during the recession1. Six periods were required to complete the presentation .

The periods are divided as follows: – 2 periods for research, sorting of information and reformulation, – 2 periods for the presentation on PowerPoint® or on the wall panel, – 1 period for preparation – 1 period for presentation in front of the class group. Time is not enough, but we preferred to limit it to allow students to complete all the subtasks before reaching the final task, without pulling too much or getting bored. We also wanted to provide students with the opportunity to acquire the targeted skills and deepen them throughout the projects, instead of relying on one and not being able to complete it on time. This method of work gave a lot of dynamism to the projects and encouraged the students to progress in the execution of the different tasks. The production of each presentation, with PowerPoint® or on a wall panel, is identical for the two groups of classes, as well as the working methodology, the resources made available to them, the help offered by the teachers regarding the methodological research aids. and reformulation, online or paper dictionaries.

The oral presentations consist of three parts. The first part consists in presenting the research topic and the working group of four or five students. The second part contains the outline of the presentation. This involves presenting a very brief plan, because the presentation does not require a very detailed plan, and the plan has already been developed by each group and then by the class group. The class working on a wall panel wrote the plan on the board to allow better visibility for the class group, but also better monitoring. Although the plan is the same for all groups, I insisted that each group present its own, as I considered this to be an important element of the oral presentation. Finally, the third and final part is based on the content and use of the illustrations accompanying the oral presentation. It is the most important part of the work and whose realization took the most time. Each step is followed by questions from teachers to help students improve content presentation and oralization. If the learning situation of the experimental class and the control class is as identical as possible, some differences can be observed regarding the activity and the oral presentation. For the class group that presented a wall panel, students are required to work first on paper or sketch and thus complete the task. The booklet is always open during the recession and the documentary is free to be late during this period. The groups that came during the recession are the slowest and most indecisive about the decisions to be made or the difficulties that must be overcome. They could only advance under pressure even in the presence of the documentary filmmaker or the teacher. Chapter 8 168 their entire presentation before they can redo everything on the wall panel. The students had the impression that they are losing a period of time that delayed the realization of the wall panel. This is not the case for students who have worked on PowerPoint® and have had the opportunity to make endless slideshows without having to go back to work from the beginning. Then, at the time of presentation, the students who made a wall panel, are led to write the work plan on the board and to present it orally to the group of classes, at the same time as the panel hung by a panel. During the oral presentation, they have to move between the two media: the panel hanging on the notice board and the plan written on the board. This continuous return between the two paintings prevented them much and they failed to manage their movement in space. The third and final presentation is still scientific. It took place between April and May and required, as the second presentation, six working periods distributed as follows: – 2 periods of research, sorting of information and reformulation, – 2 periods for conducting a presentation on PowerPoint® or on the panel. wall, – 1 period for preparation – 1 period for presentation to the class group.

I also found it useful that this step would limit the time for research, reformulation and preparation to encourage students to focus on the essentials and the task to be accomplished. Obviously, the pace of work thus imposed does not really allow the students enough time to advance at their own pace, but it is the only solution I have found to push all groups to complete the task requested and to finish presentations on time: some students have an annoying tendency to pull uselessly in the task. It also reduced unnecessary discussions between students and allowed them to have more fruitful exchanges. During this presentation, students were entitled to the same paper documents, as they were free to consult the digital offline encyclopedia, already fully installed on all student workstations or websites to find the information and illustrations needed for the presentation. Unlike the first two presentations and for organizational disciplinary reasons, three themes and not five are kept for this last presentation. Two themes, alcoholism and smoking, are each treated by two different groups, and the third theme is treated by a single group.

Group 1 Group 2 Group 3 Group 4 Group 5 Group 5

Topic treated Alcoholism Smoking alcoholism

Distribution of topics by group (third oral presentation) First experiment 169 Regarding the second presentation, the groups worked together with the drafting of the oral presentation plan, the discussions with the class group allowed the drafting of a unique plan. For each presentation, the students wrote the definition of the topic covered through several different sources and then defined the causes and consequences of each addiction. As in the first two presentations, students must illustrate their observations using photocopies of books for the wall panel or digital photos1 for the wall panel and PowerPoint® slide show. During the presentations, the students of the experimental class and, to a lesser extent, the control class, acquired almost the technique of searching the images on the Internet using especially Google Images, as well as taking the images using copy / paste or even save options. . At this stage, as a librarian, we were rarely asked to help the students in their search for illustrations for presentation. More time is spent with those preparing the oral presentation. The three oral presentations allowed students to develop various skills and acquire the basics of document research, reformulation and information retrieval.

Observations of learners 'reactions to the computer tool Observations of learners' reactions to the computer tool 173 9.1 Comparison of results The observed classes did not show a significant difference in level at the beginning. The students followed the same school curriculum with almost the same teachers. The contents are the same for the skills targeted, the goals and even the content. In Romania, one hour per week is dedicated to coordination, an hour in which teachers with the discipline coordinator agree on the content to be transmitted to different classes during a week and on the teaching method to be adopted. to address certain concepts or skills. The purpose of the weekly preparation and distribution of school work is to make the different sections of the same class evolve identically, regardless of the responsible teacher. The courses progress weekly, and the modules are distributed weekly and / or monthly. The important thing for school management is that the hours are always at the same level of study at the end of each week and then at the end of a school year. For this reason, there is no significant difference in the academic level of the students in a school unit. The difference is visible from one unit to another or from one sector to another: private or public unity. The two classes in our study, the experimental class and the control class, have almost the same educational level at the beginning of the year (F (1, 53) = 1.56; ns). As we have already mentioned, students have taken a computer course for two consecutive years, starting with the EB4 / CM1 class and this is due to a study period in week 1. They learned to work with vector drawing software, Paint®. 2, of whom master the basic functions and also received an introduction to the use of Word®, the word processing software in the Office Office suite. They have never done any documentary research – this is the first year they participate in the RDI – or they have given an oral presentation; they have never produced a wall panel or slide show on PowerPoint® before. This makes them in a completely new learning situation for them, which requires the acquisition and mastery of many different and very varied skills. According to Marquet, two levels of analysis must be observed: microscopic analysis, which can be accessed using intellectual tools and macroscopic analysis observable with the naked eye (Marquet, 2004). We will dedicate this chapter to the presentation of the results of the macroscopic analysis. The results of the microscopic analysis will be discussed in the following chapter: Presentation of the results and discussions. 1 The school period consists of 55 minutes in the unit concerned. The period may vary depending on the unit and can be 45 to 60 minutes. Paint is a basic graphics program published and marketed by Microsoft. It comes with the Office Office suite and is therefore installed on all computers.

At the level of the activity: First impressions At the level of the macroscopic analysis we did not use strictly measuring instruments. But from the feelings of the people involved in the research project and the periodic collection of information between colleagues, we obtained the following results. Thus, I noticed that the experimental class that worked on PowerPoint® had more freedom to conduct their presentation at the CDI or in the classroom or even at home. The students worked calmly, were more focused on the task, showed more autonomy in resolving disputes and were more active, because it was easy for them to make changes in their presentation, without having to repeat it every time. from the beginning. They were motivated by the fact that their presentation, despite repeated corrections, was always legible, without any hesitation. This idea is in line with that expressed on TNI (Interactive Digital Table), which claims that using such an instrument frees the student from the anxiety of the mistake and gives them the opportunity to make changes and corrections easier. Despite this advantage, there is a significant waste of time in managing the various software options and especially in integrating them at any cost in presenting the simple fact of their existence. It is difficult for students to understand the criteria for a good presentation on PowerPoint® and to apply them. Their attention is constantly reduced by animations, sound effects, colors, fonts. It is difficult for them to resist the temptation to use all the possibilities and all the options of the software. On the other hand, the control class made the presentation on the wall panel only at the IDC due to the material to be taken: panel, felt, rulers, papers … The students did not have the possibility to make changes once the work was completed. writing has begun not to delete / add text nor to modify / move illustrations. For this reason, making decisions was difficult and caused great disruption and delay in the submission of signs. It also generated a lot of discussion due to choosing who should write the content of the sign, as well as the final form to be adopted (text and illustrations).

I also noticed a transformation in the student-teacher interactions, especially for the experimental class, which proved to be more independent in carrying out the project, in making decisions, in choosing the model … On the other hand, the control class depended on it. more than the teachers from whom he asked for help and the litigation regarding the decisions to be taken within the groups. Students in the experimental class became more involved in the task and participated in the IDC easier outside of school hours to complete the project. Comments on learners' reactions to the computer. While the students in the control class were constantly asked to do so and many of them did not participate in the creation of the panel, many did so reluctantly, especially outside of the RDI hours. Some students never appeared outside of school hours. They were quite passive and preferred to let the other members of the group complete the project. In the end, maximum two or three students from each group worked on the creation of the wall panel through all its stages. The satisfaction of the students in the experimental class with their project seems to be higher than that of the students in the control class who are not satisfied with the results of their work. It all leads us to believe that using PowerPoint® in producing the presentation has improved the ideas that the students have of themselves and has given more professionalism to the project. At the time of the presentation, the public paid more attention to the PowerPoint® presentation. He was more interested in the different concepts approached, probably due to the visibility of the text and the illustrations, which were an important aid for understanding, because, the message gets better through the visual channel. and hearing. This is the case with PowerPoint®. 9.2.2 At the oral presentation level, we also noticed that the introduction of an oral presentation software has repercussions on the previous effort that the students make in developing their speech. This allows them to take time to think about the content they will present and to build their sentences. It is not the case of the control class that built its intervention beforehand, by writing the text on the wall panel and, in most cases, they were satisfied with reciting a text already memorized.

In fact, in the first case, the students have, in front of PowerPoint®, a more autonomous but also more complex activity of speech: from nominal groups and main ideas, they are led to construct the oral sentence after the sentence. This requires more attention and a significant cognitive effort. As a result, the content of the presentation is much less controlled, because it is built in the snapshot. Presentation projection requires a different distribution of tasks and requires greater cognitive activity and physical mobility compared to the presentation of a wall panel. The restitution works require the use of two intense cognitive activities that require the mobilization of different knowledge and different techniques of speech. In fact, students constantly oscillate between the activity of mental reading of textual and pictorial information with that of their mental and oral restitution to their audience. Each of these activities lasts for a relatively short period of time and follows at a sustained and accelerated pace. In this case, the computer-assisted presentation requires the student to significantly increase his or her cognitive and emotional load. I also noticed that the students did not attach any importance to the illustrations that they endeavored to search the internet and then integrate them into their presentation on paper (wall panel) or digital (slide show). They made their presentation based solely on written ideas, while much of the information is conveyed by the illustration which is sometimes redundant compared to the text, but which, at other times, brought in additional information or made it easier for the public to understand. idea. It was necessary, on several occasions, to draw the students' attention to the presence of the illustrations in their presentation and to ask them the reason for their use, if not for later use. Despite all their efforts and observations, few students were able to present the illustrations and, when they succeeded in doing so, it was only a very superficial description and no real public interest. We have the right to ask whether the students have finally used the illustrations for educational purposes or to fill an empty space in the presentation, to give an aesthetic note to the document or simply because it is a compulsory task. by teachers. Or maybe the explanation should be found in the nature of the education offered by teachers whose training is anchored almost exclusively in linguistics and literature. Marquet suggests using the notion of technicalization of didactic mediation: Based on the mediation of teaching, technicalization refers to the introduction of a technical system for the purpose of mediating didactic content. It remains to be seen whether the knowledge acquisition by the public has improved due to the use of technology or, conversely, whether it has contributed to creating a disturbance in the way a presentation follows and sorting information through the ear canal. Everything leads us to believe, as Poyet has already pointed out, that visual elements coupled with an auditory message contribute to the improvement of reasoning and the storage of important information. It is true that the use of the program altered the production of the students' speech and subjected them to a significant cognitive load, but it also exerted a noticeable influence on the behavior of the learned public, pushing you to pay more attention to the display and presentation of information, but especially to get involved. more through the questions asked and the discussions that followed each presentation. All students questioned during the presentation said that they liked to do other activities at CDI using computers and internet. They say that they have a better mastery of knowledge in order to acquire, in particular, the skills related to documentary research, information analysis, reformulation and writing. They are more active during class hours and tend to respond more frequently and quickly to teacher questions. They are more confident in their abilities and personal effectiveness. This is in line with the idea expressed by Bandura, whose research has made it possible to emphasize the importance of belief in personal effectiveness as an italic in the original text. Observations of the learners' reactions to the computer tool major determinants of persistence in carrying out a task. The students, with a very positive perception of their ICT skills, managed to work without major problems on computers and also managed to help those who had some difficulties in managing the system. This positive perception of their own efficiency allowed them to be more tenacious in fulfilling the task and persevering, despite the difficulties encountered, such as loss of data, damaged diskettes or the difference of versions of software installed on computers. … The students also showed greater collaborative attitudes with other students, whether they were in their group or in another group. They are curious about the work of others and often take a look at the neighbor group screen. They tend to help others when they see that they have problems explaining their instruction or showing them a technical manipulation that others do not master or do not master well. It is not difficult for them to ask their colleagues or the teacher for help in overcoming a technical difficulty. Those who help others gain from their intervention a sense of self-satisfaction and self-efficacy that helps maintain their motivation to perform the task. They feel that they are conducting their own learning in an autonomous and responsible way.

They are also curious to see the presentations made by the other groups and especially to compare the productions between them. This represents an improvement in critical thinking. We also notice that they are not embarrassed by the criticism of others, but rather we try to justify their choice and method of work and we do not hesitate to criticize them one at a time. This approach to learning, which is based on the use of computers during lessons, develops a social environment conducive to discussion, exchange of ideas and interactions between students, but also between students and teachers. It renews and energizes the existing relationships between different school actors and is an indisputable source of motivation for the students.

However, some students (5 in number) expressed anxiety during oral presentation with or without slide show. This was reflected in particular by a very disturbed attitude. They had difficulty starting the presentation, speaking fluently and clearly, following the audience. They hesitated a lot and some (3 in number) could not complete their presentation until the end. These symptoms appeared at each presentation. Students who have suffered are considered to be the weakest in the class. They stood in front of the class, unable to place a single word or remember the content of their presentation. Everything suggests that they memorized without understanding the information to be returned and that their disorder at the time of presentation did not help them overcome their anxiety, on the contrary, it worsened their case and negatively influenced their performance. It does not seem to us to be an insufficient knowledge, but a poorly mastered knowledge, mainly due to the use of vocabulary that is incomprehensible or very difficult for them and that they did not try to understand or simplify. Despite all the encouragements and consequences they received, they did not show any visible improvement: The general explanation given for the negative effects of anxiety on tests is that they come from the use of ineffective cognitive strategies and a lack of attention leading to poor performance in during an evaluation. Very anxious children seem unable to be fully involved in the tasks assessed. We also note that during the part dedicated to self-evaluation and evaluation of other people's projects, students tend to appreciate the quality of their work better. However, they are able to recognize the missing elements of the activity of other groups. Their comments on acquiring certain skills and mastering the technological instrument seem closer to reality at the end of the year, once all the projects are presented. They were able to evaluate the course throughout the year and, in particular, to emphasize that they do not have all the skills needed to create PowerPoint slides. At the level of the use of technologies The use of the computer during the lessons determines the students to want to make use of themselves, but also to value the work submitted. Some have even wondered if the PowerPoint® presentation will be published on the school blog. The computer allowed them to overcome by performing a high quality work, especially at the level of appearance and finish: without deletion, without visible corrections … However, all had difficulties in handling computers, because they do not master enough the basic commands of the software used and are not very familiar with the keyboard and word processing. The students' creativity is thus hampered by problems with computer manipulation. As other researchers have pointed out, despite the simplicity of the user interface, the software is still relatively complex and can cause malfunctions. They require a certain amount of initiation and adherence before being used in a creative and autonomous way. It also highlights the presence of certain complex functionalities that disturb the vision of beginners and gives them a fragmented vision of the system used. This was also the case with the observed students who spent a significant amount of time exploring the software interface in search of the basic options they needed most and often missed in the drop-down menus and submenus that are offered there. One of the difficulties noted was the simultaneous use of two software programs: Power Point for slide show and Internet Explorer, Mozila, Chrome, to search in illustrations or in the digital dictionary. Indeed, for students it was impossible to work simultaneously on two or more software programs, navigating between open windows. Each time, they were forced to shut down any software to open the second and complete the task. Multi-windowsing is the most common and powerful level of the computer tool: Open multiple windows, work on each one, and switch from one to Observations of learners' reactions to Computer Tool 179 the other implicitly implements reasoning by analogy which causes Windows to be compared to overlapping sheets of paper (this analogy was obviously intended by software developers). But for the user, the notion of activating the window does not really have its equivalent in the known hardware domain. It took a long time for students to understand that they could look at several windows or software at the same time, but not all were able to apply this notion. During the computer work sessions, to make the presentation on PowerPoint® (experimental class) and then to find illustrations on the Internet (experimental class and control class), I noticed the students' reaction to the use of the computer. and the internet. The results of the observations made by all the teachers present at the time of the activity show that the students are more attentive to the computer, but also more focused. They seem to be more confident about themselves and their ability to manage the computer. They are more focused on the task and are interested in the research they do or the text they produce. They pay close attention to the PowerPoint® spell checker and discuss proposed corrections. They do not hesitate to consult the digital dictionary installed on all computers in case of need or dispute regarding the spelling of a word1. They are ready to work continuously until the end of the task and to continue the activity during the recession, without any intervention or obligation from the teachers. They feel the need to continue the current task and react positively to learning, depending on the use of the computer. They externalize their feelings (shout for joy when they manage to find information, congratulate themselves when they find an interesting illustration …) towards their work and seem more satisfied with their presentation. Students, often passive in the classroom, become more active in their various activities. They say they are more comfortable with the IT tool, more efficient and especially aware of their efficiency. They are more motivated to succeed in the task and are actively involved in the different stages of the presentation. The use of the computer and the internet captivates the learners' senses and pushes them to go beyond the minimum requirements of the work they usually do in class. They strongly believe that using computers will improve their academic performance and facilitate their learning. Therefore, the use of computers seems to improve the students' perception of themselves, as well as their abilities. This stimulation caused by the use of the computer creates a certain social dynamic within the classroom and allows the students to channel their energy to serve them in their learning. It is also possible to maintain the interest of the students for the work. 1 The students in the control class who produced a wall panel, did not use the dictionary, digitally or in paper format, only rarely and often, at the explicit request of the teachers, school. and reinforces their determination to succeed. The use of ICT changes the student's relationship with knowledge and learning. The use of the Internet seems to motivate him more to spend considerable time searching for relevant information. However, it is difficult for them to manipulate the keyboard and find their way into the software interface, because the keyboards and software installed on the CDI are in Romanian, while anywhere else, either at home, in the computer room or on the Internet cafes. , these are exclusively keyboards and software in English. This enthusiasm for using the computer and the Internet enhances students' autonomy and improves their learning skills, thus maintaining their motivation and renewing their interest in learning. The results indicate that students are more aware of the reality of their practices as they progress in the realization of projects. The efficiency with which students can judge their computer skills and abilities clearly depends on the tasks they have to perform or are used to. Presumably, they generalize a successful practice to others and suddenly overestimate their capabilities. It seems to us that there is a gap between what students really master and what they feel they are mastering. When asked if they are able to properly manage Power Point with the basic options, most answer yes, especially among boys, girls seem more reluctant and less confident about their practices and mastery of technology. However, when given a task well determined to perform themselves, it is interesting to note that there are few students who properly use the basic functions of the software to fulfill the task required. Therefore, there is a significant gap between what students say or believe they have mastered and how they act in front of the computer screen. It is very difficult for them to appreciate if they know enough about the material to use it correctly when asked: when everything is working properly, the students have no difficulty in moving on, but they encounter a small problem, a little difficulty and all the work is done. they are prevented and are blocked pending the intervention of the librarian or computer science teacher.

Some continue to manipulate the software and accumulate false maneuvers. Finally, I am unable to specify what they did with the manipulation and what error message was displayed on the screen. Indeed, they close the error message or any message that appears without reading it. They found it very difficult to manage and master all the skills required for a complex task, such as computer-assisted oral presentation.

Presentation of results and discussions Presentation of results and discussions 183 10.1 Introduction Our chapter provides the presentation of the results of the first experiment for all observed groups. We analyze the results by discipline, by class and by subject type, then we summarize the results in summary tables. The two classes, the experimental class and the control class, each underwent three tests for each observed discipline: a pre-test (test1 or t1 / October 2009), an intermediate test (test2 or t2 / mid-February 2010). and a post-test (test3 or t3 / end of May 2019). The experimental class consists of 28 students (19 girls and 9 boys), while the control class consists of 29 students (18 girls and 11 boys). The experimental class (EB6A / 6èmeA) used PowerPoint® to make slides for oral presentation, while the control class worked on the wall panel to return information. Students are between 11 and 12 years old. The disciplines are: – Romanian language: Romanian language proficiency test (annexes), – Romanian language: oral presentation in Romanian and Romanian practices (annex), – IT: computer skills test (annexes 11, 12 and 13), self-assessment (Appendix 14) and ICT practices (annex), – SVT: knowledge test (Annexes 21, 22 and 23). We will go to the presentation of the results of each discipline with the tables that mark the results obtained in the class and through the observed group (girls / boys), then for each discipline we will summarize the classification of the groups thanks to two tables: a table for the classification of the groups according to the order of means or scores. obtained at the different tests (pre-test, intermediate and post-test) and a second table to classify them according to the progress obtained from one test to the other. 10.2 Romanian language As I have already shown, I did not use ICT for Romanian. Only for the first oral presentation, the students worked at the beginning of the year together with the Romanian language teacher for an initiation in the documentary research, sorting of information, reformulation and especially for initiating the group activity, these are transversal skills that the students do not master. The documents consulted at this stage are exclusively in Romanian, and the sessions took place entirely in the classroom and in literary Romanian1. The students used the information obtained from this research to build part of the oral presentation in Romanian. These include the sub-section that refers to the introduction of printing in the east and 1 in Romania, as in other Romanian countries, the Romanian used in schools is the literary Romanian, while the one used at home or with the family is spoken or the Romanian dialect.

Chapter 10 184 precisely in Romania and the cultural role played by Romanian typographies and publishers. The results are shown in the tables below: Group Number of students Test average 1 Test average 2 EB6A Girls 19 11,105 12,263 EB6A Boys 9 10,556 12,667 EB6B Girls 18 10,167 10,333 EB6B Boys 11 10,000 13,273 Table 19: Medium Romanian tests in October 2019 and February 2020

F value P value Progress in Romanian, all students combined 8,561 .0050 *** Difference between classes .006 .9410 Difference between boys / girls 3.135 .0824 * Interaction class x Sex .882 .3520 Table 20: ANOVA table for tests from October 2009 and February 2010 *: p <.01). All students progressed regardless of class (F (1.53) = .0006; ns) or gender (F (1.53) = 3.135; ns). The EB6B girls, F (B), progressed slightly and maintained an almost constant level between the two tests (test 1: 10.167 / test2: 10.333).

The boys EB6B, G (B), have evolved the most (test1: 10.00 / test2: 13, 273), but this is probably because they have the lowest level in the first test: Therefore, it is normal that most weak to evolve the fastest and fastest. Presentation of results and discussions 185 We also note that girls and boys in classes EB6A, F (A) and G (A), show an evolution similar to their score on the first test. Thus, girls, F (A), have an average of 11,105 in test 1 and 12,263 in test 2. While boys, G (A), have an average of 10,556 in test 1 and 12,667 in test 2. Boys in class EB6A, G (A), advanced the most after boys in class EB6B, G (B). Girls in class EB6B, F (B), maintain an almost constant mean between test 1 (10,167) and test 2 (10,333) and register a very small difference of 0.176 between the two tests. In any case, class x gender interaction remains insignificant (F (1.53) = .882; ns) Group Number of students Test average 2 Test medium 3 EB6A Girls 19 12.263 11.947 EB6A Boys 9 12.667 12.556 EB6B Girls 18 10.333 12.167 EB6B Boys 11 13,273 13,455

Averages for the tests from February 2020 and May 2019

F-value P-value Progress in Romanian for all students combined .508 .4793 Difference between hours 1,200 .2783 Difference between boys / girls .421 .5191 Class x Gender interaction .4088 .693 Table 22: ANOVA table for Romanian tests for February 2010 and May 2010 Figure 3: Results of the Romanian tests between February 2020 and May 2019 Between the second test (intermediate test) and the third (post test), we did not observe any significant evolution (F (1.53) = .508; ns). There is no difference in progress either at the level of the classes (F (1.53) = 1,200; ns) nor at the level of the gender (F (1.53) = .421; ns). Also, class x gender interaction is not significant (F (1.53) = .693; ns). However, we observe a slight regression of the groups of class EB6A, F (A) and G (A), between the second and third tests. Thus, the girls in this class, F (A), go from the average of 12,263 in test 2 to 11,947 in test 3, with an evolution of 0.111 point. It is the group that has made the least progress, although it occupies the second position.

Boys in the same class, G (A), pass from 12,667 in test 2 to 12,556 in test 3. On the other hand, girls in class EB6B, F (B), progress slightly and pass 10,333 in test2 to 12,167 in test. 3. Boys in the same class, G (B), also scored a slight evolution between test 1 with an average of 13, 273 and test2 with an average of 13.455. We notice that the boys EB6B, G (B), who obtained the highest marks in the second and third sample, followed by the girls of the experimental class, F (A), who occupy the second position. But the girls in class EB6B, F (B), were the ones who changed the most by 1,834 points difference between the two tests. If we classify the groups according to the obtained average, we will have the following order: G (B) [13,455], F (B) [12,167], G (A) [12,556], F (A) [11,947] If on the other hand , we classify them according to their evolution, we obtain another order: F (B) evolves by 1.834 points, F (A) 0.316 points, G (B) 0.176 points and finally G (A) 0.111 points. The girls in the two classes, F (B) and F (A), have made the most progress. Group Number of students Test average 1 Test average 3 EB6A Girls 19 11,105 11,947 EB6A Boys 9 10,556 12,556 EB6B Girls 18 10,167 12,167 EB6B Boys 11,000 13,455 Table 23: Average for Romanian tests from October 2009 and May 2010 Value F Value P Progress English for all students 14,182 .0004 *** Difference between classes 1,406 .2410 Difference between boys / girls 1,406 .2410 Interaction class x Gender .018 .8934 Table 24: ANOVA table for Romanian Tests from October 2009 and May 2010 *: p <.01). However, there is no difference in progress between classes (F (1.53) = 1.406; ns) or gender (F (1.53) = 1.406; ns). Also, the interaction of class x gender is not significant (F (1.53) = .018; ns). We notice that the two classes have evolved almost identical. Girls in class EB6A, F (A), maintained almost the same level (test1: 11.105 / test3: 11.947). The boys from EB6A, G (A), meanwhile, went from average 10,556 in the first test to 12,566 in the third test. The boys in the EB6B class, G (B), who had the lowest level at the first test, made the most progress (test1: 10.00 / test3: 13, 455). Girls EB6 (B), F (B), go from 10.167 in the first test to 12.167 in the third test. Romanian language First position 2nd position 3rd position 4th position t1 F (A) 11.105 G (A) 10.556 F (B) 10.167 G (B) 10.00 t2 G (B) 13.273 G (A) 12,667 F (A) 12,263 F (B) 10,333 t3 G (B) 13,455 G (A) 12,556 F (B) 12,167 F (A) 11,947 Table 25: Classification of groups according to the average of Chapter 10 188 Romanian language Second position 3rd position 4th position t1-t2 G (B) 3,273 G (A) 2,111 F (A) 1,158 F (B) 0.166 t2-t3 F (B) 2.223 G (B) 0.182 G (A) * -0.1111 F (A) * -0.316 t1-t3 G (B) 3,455 G (A) / F (B) 2 F (A) 0.842 Table 26: Classification of groups by progression * The sign (-) marks the regression of the group from one test to another ** The groups are listed in ascending regression order. Those who have least regressed are in first place. If all groups made progress during the school year, which is normal, we notice that the control class groups, G (B) and F (B), are the ones that made the most progress. Groups in class EB6 (A), which is the experimental class, G (A) and F (A), showed a slight decline between the second and third sample. Figure 5: The results of the Romanian tests from October 2009, February 2010 and May 2010 Throughout the year, the different groups of the experimental class and the control class have progressed in learning the Romanian language, which is quite normal in a school environment. over a year. As we have already observed, there is no significant difference in the results obtained. In Romanian, the two classes have almost the same level at the beginning of the year and have progressed almost identical to reach an average of 11,947 for the girl group, F (A), from the experimental class and 13,455 for the boys group, G (B ), from the control class. We note, however, that the weakest have made the most progress. We observe the progress between the pre-test and the intermediate test. On the other hand, classes do not progress between intermediate and post-test. As a result, the progress observed between the presentation of the results and the discussions 189 pre-test and post-test is explained by the progress observed between the pre-test and the intermediate test.

Romanian language We have sent the students to three different types of tests in Romanian: – a written test for understanding the French language consisting of a pre-test (test1 or t1 / October 2009), an intermediate test (test2 or t2 / mid-February) 2010) and a post-test (test3 or t3 / end of May 2010). As already mentioned, the three tests are isomorphic (Annexes 15, 16 and 17). – an oral presentation, based on the restitution and reformulation of information, after each project (mid-January 2010, mid-April 2010 and end-May 2010) – a self-assessment test (Annex 10) in the form of a closed questionnaire on student practices stated in Romanian language: reading of practices and type of documents read, listening to songs, attending CDI … (mid-October 2009 and end of May 2010). The questionnaire was based on the students' declared practices, no verification was carried out to invalidate or confirm the announcement of such practices. We first begin by analyzing the results of written tests for understanding French, then analyze the results of oral presentations and end with a critical observation of the self-assessment test of the students' practices in Romanian. 10.3.1 Romanian test Students performed three knowledge tests in Romanian. These are isomorphic tests, each consisting of a documentary text accompanied by a questionnaire. The questions fall into two categories: questions about the general understanding of the text and others with grammatical character. The results can be seen in the tables below: Group Number of students Test average 1 Test average 2 EB6A Girls 19 14,158 10.00 EB6A Boys 9 12,222 9,111 EB6B Girls 18 13,889 8,889 Boys EB6B 11 14,364 8,636 Table 27: Mid-October 2009 and February 2009 2010 Romanian tests Chapter 10 190 Value F Value P Progress in Romanian for all students (112,559 <.01). We also observed a significant regression of the observed classes (F (1.53) = 4.157; p <.05) in favor of EB6A which regresses least. We did not observe any effect related to gender (F (1.53) = .035; ns) or to the interaction of class x gender (F (1.53) = 1.094; ns). Two groups regress less than the others: as we have already shown, these are the EB6A class, the one that used the technologies. Students with the highest average at the first test regressed the most. They are especially boys in class EB6B, G (B), (test1: 14.364 / test 2: 8.636) and girls in the same class, F (B), (test1: 13.889 / test2: 8.889). Boys in class EB6A, G (A), regressed and went from an average of 12,222 in test 1 to an average of 9,111 in test 2. While girls in the same class, F (A), passed from 14,158 in the first test to 10,000 in the second test. This regression can be explained either by the fact that the students took the second test in February even after taking the semester exam (which takes about two weeks between oral and written tests) or by the level of the second one the second test is a little more difficult compared to the first. It should also be mentioned that the groups that have the least regression belong to the same class, the one that used the technologies between the first and second tests. These are girls and boys from classes EB6A, F (A) and G (A). Presentation of results and discussions 191 Group Number of pupils Test average 2 Test average 3 EB6A Girls 19 10,000 18,211 EB6A Boys 9 9,111 18,222 EB6B Girls 18 8,889 18,444 Boys EB6B 11 8,636 18,364 Table 29: Average for French tests in February 2010 and May 2010 F value P value Progress in Romanian for all students 194,552 <.01). However, we did not observe a class effect (F (1.53) = .338; ns) and no gender effect (F (1.53) = .292; ns).

Also, class x gender interaction is not significant (F (1.53) = .944; ns). However, all groups evolved and reached almost the same average on the third test (average of test 3 between 18,211 and 18,444), regardless of the average of the first test (average of the test between 12,222 and 14,364). Presentation of results and discussions 193 We also note that it is the group of boys in class EB6A, G (A), who made the most progress (test1: 12,222 / test3: 18,222). It should be noted that this group, G (A), is the weakest on the first test. Therefore, it is normal to make the most progress. The group of girls in class EB6 (A), F (A), increased from 14,158 as an average of the first test to 18,211 in the third test. EB6B girls, F (B), obtained 13,889 in the second test and 18,444 in the third test. The boys in the same class, G (B), had 14,364 in the second sample and 18,364 in the third sample. Romanian language 2nd position 3rd position 4th position t1 G (B) 14.364 F (A) 14.158 F (B) 13.889 G (A) 12.222 t2 F (A) 10.00 G (A) 9.111 F (B) 8,889 G (B) 8,636 t3 F (B) 18,444 G (B) 18,364 F (A) 18,222 G (A) 18,211 Table 32: Classification of groups by average Romanian language Second position 2nd position 3rd position 3rd-t2 ** G (A) * -3,111 F (A) * -4,158 F (B) * -5 G (B) * -5,728 t2-t3 G (B) 9,728 F ( B) 9,555 G (A) 9,111 F (A) 8,222 t1-t3 G (A) 5,989 F (B) 4,555 F (A) 4,064 G (B) 4

: Classification of groups by progression * The sign (-) marks the regression of the group from one test to another ** The groups are classified in increasing order of regression. Those who have least regressed are in first place. It is true that all groups have progressed during the school year, but it should be noted that, without exception, the same groups experienced a significant regression in the second test. In the last test, they obtained very high marks, especially in comparison with the marks of the intermediate test. Because there are isomorphic tests that have, in principle, the same level of difficulty, we can ask if the progress of the students is not the fruit of their preparation during the tests: by repeating the same type of test, they have mastered the technique. Chapter 10 194 Figure 9: Results for the Romanian tests of October 2009, February 2010 and May 2010 For the Romanian language tests, we observe a progression of the teeth that is observable in all groups of the experimental class and the control class. Indeed, between the first and second tests, there is a regression of the means obtained. Subsequently, all groups, in one move, make a very important progress. In Romanian, the two classes progressed and regressed together in a stable movement. They went from an average of 8.636 [G (B)] to 10.00 [(F (A)] in the first test to an average of 18.211 [(F (A)] to 18.444 [(F (B)). there is indeed a significant difference between the experimental class groups and the control class for the means obtained in the third test, whatever the progression or regression movement during the school year, we note that these are fairly homogeneous classes in terms of the average. obtained in the three tests Indeed, no group is distinguished from the others by its results, despite the progress made during 10.3.2 Oral presentation in Romanian After each project, students in groups of four or five, there is no significant difference in progress between groups, regardless of the category examined, class or gender or gender class x. gave an oral presentation with either PowerPoint® (EB6A) s Use a wall panel (EB6B).

The content is distributed to the students who were to present the theme of the presentation, the work plan, the information collected, the illustrations used. They also had to answer questions from the public. The presentations are filmed and then studied using an analysis grid (see appendix 25) which was mainly interested in observing pupils with the use of pronouns, verbal verbs, flow … Given the time required, the words were reduced reduced for each student (2 minutes), we considered that the use of each element is satisfactory when used twice.

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APENDIX

http://ctmtc.utcluj.ro/sites/didatec_/didatec_public_documente/Workshop_DidaTec_USAMV_11oct2013/01_TehniciTehnologii_Grindei.pdf

http://cadredidactice.ub.ro/balintgheorghe/files/2011/03/concepte-moderne-privind-utilizarea-tehnologiilor-informationale-final.pdf

Chestionar

Pentru a realiza o analiză asupra eficienței utilizării TIC în procesul instructiveducativ am intervievat 235 elevi din care 130 fete și 105 băieți. Rezultatele sunt prezentate mai jos:

Aveti calculator personal?

Da 62.98% 106 elevi

Nu 37,02% 87 elevi

Stiti sa utilizati calculatorul (tablete, telefoane)?

Raspunsuri date de elevii care au calculator personal (tableta, telefon)

Foarte bine 60,37% 64 elevi

Bine 29,24% 31 elevi

Putin 7,54% 8 elevi

Deloc 2,85% 3 elevi

Raspunsuri date de elevi care nu au calculator personal (tableta, telefon)

Foarte bine 1,14% 1 elev

Bine 13,79% 12 elevi

Putin 36,78% 32 elevi

Deloc 48,29% 42 elevi

Unde ati invatat sa utilizati calculatorul?

La scoala 17,90% 34 elevi

Acasa, rude, prieteni 70% 133 elevi

Alte cursuri 12,10% 23 elevi

La ce este bun calculatorul?

Pentru a invata ceva nou, pentru a va documenta 71,06% 167 elevi

Pentru divertisment 28,94% 68 elevi

Utilizati serviciile Internet?

Da 99,00% 232 elevi

Nu 1,00% 3 elevi

Cat de des folositi calculatorul?

In fiecare zi 83,80% 88 baieti

60,76% 79 fete

Saptamanal 9,52% 10 baieti

30% 29 fete

De cateva ori pe luna 6,68% 7 baieti

6,94% 9 fete

De cateva ori pe an 0% 0 baieti

2.30% 3 fete

Credeti ca este util calculatorul in procesul instructiv-educativ?

Da 100% 235 elevi

Nu 0% 0 elevi

Enumerați cel puțin trei motive pentru care considerați că este utilă folosirea calculatorului la clasă.

Cele mai frecvente motive au fost:

Scurtează timpul de învățare, de înțelegere a noțiunilor prezentate, de efectuare a calculelor, a graficelor și a tabelelor etc

Lecțiile devin mai atractive

Se pot realiza experimente greu de efectuat în laborator

Verificarea cunoștințelor este mai obiectivă

Dezvoltă creativitatea, gândirea, spiritul de competitivitate etc

Enumerați cel puțin trei motive pentru care considerați că nu este utilă folosirea calculatorului la clasă.

Cele mai frecvente motive au fost:

Dotarea insuficientă a școlilor cu calculatoare

Lipsa unor softuri de bună calitate

Lipsa experienței profesorilor și elevilor în utilizarea calculatorului

Distragerea atenției de la explicațiile profesorului datorită tendinței elevilor de a se juca

Afectează sănătatea și relațiile interumane

Credeți că utilizând calculatorul veți înregistra un progres la învățătură, o stagnare sau un regres?

Un progres 69,36% 163 elevi

O stagnare 25,10% 59 elevi

Un regres 5,54% 13 elevi

Care modul ECDL vă este cel mai util la școală?

Concepte de bază ale tehnologiei informației 1,70% 4 elevi

Utilizarea computerului și organizarea fișierelor 3,40% 8 elevi

Procesare de text-Word 25,96% 61 elevi

d. Calcul tabelar-Excel 22,55% 53 elevi

e. Baze de date-Access 1,28% 3 elevi

f. Prezentări Power Point 33,61% 79 elevi

g. Internet și poștă electronică 11,50% 27 elevi

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