L’utilisation du numérique dans l’enseignement-apprentissage du français : cas des groupes scolaires de la province de l’est du Rwanda

Abstract

This research work focuses on the use of digital technology in the teaching-learning of French in Rwanda. The objective is to contribute to a more effective use of digital technology. At the end of this work, it appears that it is essential for us to be in harmony with our current social context, a context in which digital technology has become one of the main centers of interest, both for our teachers and our learners. It becomes therefore, in view of this social evolution, indispensable to anchor from now on, the use of digital technology in the teaching learning process in general, and in the teaching-learning of French in particular. By its interactive and collaborative nature, digital technology, if used judiciously, allows for more and better learning, in collaboration with peers. However, the idea of keeping a critical mind in terms of digital use is important. Indeed, some teachers or experts in educational approaches think that the use of digital technology in teaching-learning has several disadvantages, especially because of the lack of control over the various productions present in social networks, while other teachers are very enthusiastic and motivated to use digital technology. However, there are risks on both sides: users must adopt a posture that is both open and critical, using digital technology in a reasoned and supervised manner. At the end of this study, we can conclude that digital technology has more advantages than disadvantages. Indeed, a few years ago, it was impossible for a teacher to know what his peers were doing in classrooms on the other side of the world. Today, with the new digital technologies, teachers and learners can exchange on social networks like Twitter, Facebook, or other. These exchanges allow them to share different experiences on the integration and use of digital tools and content that worked with their learners. To conclude, we must admit that digital education is not a question of personal beliefs (good/not good). It is essential that the entire educational community gets involved because promoting student success does not only consist in focusing on academic content, but also in transmitting postures, values, and transversal skills such as listening, sharing, empathy, etc., which must be developed in learners through group projects created, carried out, and supported, in particular by teachers. The use of digital technology is a perfect answer to this objective.