Article
French
ID: <
10670/1.qee94j>
Abstract
This article aims at clarifying the relationship between ordinary and academic uses of ICT by examining more specifically how a learner can be defined by media, institutional and research areas. It shows that in those different spaces the subject always appears heavily charged with implicit background. A gap appears between the figure of digital natives as constructed in the media and the result of the research. While addressing the “future citizen” official instructions are based on the hypothesis that the child and the student competences are the same. The researchers’ construction of a didactic subject who is essentially psychological does not call on ordinary ICT practices very much in the analysis of educational practices.