Education & technology : A French love affair Source : pour Contacts : Philippe Torres Head of consulting @ L’Atelier [email_address] / +33 1 40 14 58 57 Renaud Edouard-Baraud News director @ L’Atelier [email_address] / tel : + 33 1 42 98 79 31 Warning: This document was originally in French. The translation was done automatically via google Translate on a large part of the text
Education & high-tech : Le comment Study operated by l'Ifop for : Sample Modus operandi Dates L’Atelier of BNP PARIBAS - Sample of 1013 persons, representative of the French population aged 18 and over. - Additional samples of 266 parents of children under 18 years (total, 526 parents were surveyed). The proportion of parents has been reduced to its actual weight in the population during the data processing results. In total 1279 people were interviewed during this investigation. The representativeness of the sample was assured by the quota method (gender, age, occupation of the interviewee) after stratification by region and type of agglomeration. The interviews were conducted by self-administered questionnaire online (CAWI - Computer Assisted Web Interviewing). from 12th to 14th, January 2010 Source : pour
Education & high-tech : French are enthousiastic ! Usefull (very usefull) (rather usefull) Useless (rather useless) (totally useless) Do you think technologies are useful to the education of children and adolescents? 88% 22% 66% 12% 11% 1% Source : pour
Education & high-tech : French are enthousiastic ! Do you think technologies are useful to the education of children and adolescents? Source : pour ► New technologies are considered "very useful" by 24% of men (against 20% women), 26% of people aged over 65 years (against 19% under 35 years), with 25% of executives and retirees (as against 18% of workers and 19% of employees) and 24% of people living in the Paris region (against 19% of people living in rural communes). L’Atelier’s memo : “ Today, the question of whether information technologies are useful - or useless - to education is set. The question now is how to bring these technologies into the world of education ”
This does not prevent them from having certain fears Information technologies promote a new form of language that ... … diminishes the traditional French language … enriches the traditional French language has no effect on the traditional French language 84% 9% 7% Source : pour
This does not prevent them from having certain fears Information technologies promote a new form of language that ... Source : pour ► Biggest users of information technologies (people connecting more than once per day to the Internet) are much more critical with these tools that people use less (84% against 72% of people connecting at least once daily internet). Women complain more than men impoverishment of language (87% against 81%). Finally, parents are less severe: 78% believe that new technologies are bad for the French language against 84% of those without children under 18 at home. L’Atelier’s memo : “There are a number of barriers to the introduction of the NITC in the world of education. Respect for the French language is one among others: cost and source of technology, copyright, etc."
Education & high-tech : For what ages? Kindergarten (3-5 yo) Elementary School (6-9 yo) College (10-13 yo) High Schools (14-17 yo) None of those 10% 39% 74% 75% In which school stages information technologies are most useful in education? In ... Source : pour
Education & high-tech : For what ages? In which school stages information technologies are most useful in education? Source : pour ► When their child is concerned, parents emphasize more the importance of information technologies. 16% of parents of children enrolled in kindergarten believe that new technologies are useful at this stage of schooling (a difference of 6 points with the average). 50% of parents of children enrolled in primary schools reproduce the same pattern (a gap of 11 points), as did 81% of parents of children enrolled in college (a difference of 7 points) and 83% of parents of 'children enrolled in school (a difference of 8 points). L’Atelier’s memo : “To popularize information technologies in schools, the people point of view must be considerated, even, if it’s not the same priorities than experts in pedagogy. Theses experts think that kindergarten and elementary schools must be the first targets"
Education & high-tech : The google Earth effect? For which subjects do you think information technologies are the most useful? Géographie Langues Histoire Sciences naturelles Mathématiques, physique Littérature Arts plastiques & Lyriques Aucune de ces matières 72% 70% 60% 55% 49% 32% 23% 3% Source : pour
Education & high-tech : The google Earth effect? For which subjects do you think information technologies are the most useful? Source : pour ► Parents further underscore the usefulness of new technologies in learning “hard sciences”. For families with three or more children, this percentage rises to 65%. However, they are systematically less useful in teaching other subjects. It also notes differences in response according to generations: more than 35 years more systematically consider that new technologies are useful for learning different subjects. Men recognize greater value in the use of new technologies in teaching hard sciences (55% against 44% for women) while women are more likely to make this finding for teaching literature ( 35% against 28% for men). L’Atelier’s memo : “ These figures are a good illustration of the previous slide. If we want to generalize the use of ICTs in the educational world, we must not ignore the most obvious applications (history and geography). But it is necessary to make efforts to convince that some uses - even if they are less obvious: mathematics, physics - are as much strategic . ”
Education & high-tech : The laptop generation 88% 43% 25% 24% Laptop Gaming consoles MP3 / movie players Mobile phones What everyday electronic devices can be used as teaching devices? Source : pour
Education & high-tech : The laptop generation Source : pour ► Parents of children under 18 years increasingly recognize the role of gaming consoles in education (59% against 38%). Their proportion increases with the number of children in the home (up to 66% for those with three or more children). Parents are more reserved about other products: the laptop is regarded as an educational device that 77% of parents (against 92% of those without children under 18 years in their home), the audio-video players by 17% (against 28%) and mobile phone by 15% (against 27%). Those most convinced of the usefulness of new technologies in the education of children think logically more widely as electronic objects can be used as teaching devices (90% against 70% for notebooks, 45% against 29% for game consoles, 26% against 15 for the portable audio-video and 26% against 12% for mobile phones). L’Atelier’ memo: “ It is time to equip professionals with maintream devices (laptop). Because if it’s not the case, education will be operated without them. And it is also imperative to focus on those who are not considered - by the education world - like teaching devices, such as game consoles" What everyday electronic devices can be used as teaching devices?
Education & high-tech : Education-only devices ? No way ! Regarding the use of information technologies in education, is it necessary to… ? ...Use everyday electronic devices for teaching … Develop electronic devices specifically for teaching 31% 69% Source : pour
Education & high-tech : Education-only devices ? No way ! Regarding the use of information technologies in education, is it necessary to… ? Source : pour ► Supporters of the “teaching specific” devices were recruited among those arguing that new technologies are not useful to the education of children (54%). Parents of young children (not school - 37% - or in nursery school - 38% -) also support this proposal further, as people under 25 years (39%) and laborers (36%). L’Atelier’s memo: “ French people are willing to do without specialized devices. It is time to consider the fact that it can also be prepared to learn without specialized skills. If you do not give everyday devices to the teachers, French will eventually do education without teachers ”
Education & high-tech : The reality in stores In 2009, did you buy a learning device for your child / adolescent ? Yes No Gaming-teaching console Laptop Games partially based on the web Child specific computer 19% 18% 10% 9% 45% 55% Source : pour Sample : question a sked only to parents of children under age 18 (= 41% of the orginal sample).
Education & high-tech : La réalité en magasin ? In 2009, did you buy a learning device for your child / adolescent ? Source : pour ► Older parents (54% over 65 years against 26% under 25 years), managers (52%) and persons living in the Paris region (51% against 34% for those living in rural areas ) have bought more electronic learning devices for their child. The larger the family, the greater the propensity to purchase these products increases (from 40% for parents of a child to 50% for parents of 3 or more children). The nature of products chosen varies depending on the age of the child: the youngest children, parents buy a game console or computer edutainment for children. A failover occurs in primary and parents, from this stage, mainly buy laptops for their children. L’Atelier’s memo :” This item - the equipment rate in french homes - corroborates the views identified in the survey. This also proves that, with regard to the fears of French, the trend could still be reversed. There is still time to equip schools and teachers. The action plan must be flexible enough, and let an opportunity for individuals to use their own equipment in classrooms "
L’Atelier <ul><li>L'Atelier, tracking innovation for progress </li></ul><ul><li>L'Atelier, cellule de veille technologique de BNP Paribas, a pour vocation d'aider à saisir les enjeux associés au développement des technologies de l'information. Depuis son origine il y a 30 ans, L'Atelier est un forum de rencontres, lieu foisonnant d'innovation. </li></ul><ul><li>C'est aussi un média à vocation pédagogique orienté entreprises et grand public : publication quotidienne d'articles sur http:// www.atelier.fr , émission de radio avec BFM, collaborations éditoriales avec la Presse magazine et la télévision. </li></ul><ul><li>C'est enfin un pôle d'études et conseil assistant les entreprises dans la mise en place de projets innovants. Le dispositif de veille et d'analyse s'appuie sur une présence internationale: le siège à Paris couvre la zone Europe Moyen Orient Afrique, les filiales de San Francisco et Shanghai couvrent les USA et l'Asie. </li></ul>