Schola Europaea European School Brussels II

Cet article examine l'expansion et le développement de l'utilisation des TIC dans le programme de l'école
primaire. Prenant en compte les différents aspects des TIC, il passe en revue la position actuelle et met
en évidence les possibilités futures. Il identifie les éléments clés qui ont permis d'utiliser la technologie
de manière efficace afin de soutenir le travail des enfants et examine les difficultés en proposant un
programme riche en TIC. En conclusion, l'article montre comment ces projets sont primordiaux pour
promouvoir la croissance et le développement des TIC.
It has become more apparent in recent years that we can all become content creators,
at different levels, if we take the trouble to explore technology which is easily available to
us at home, in the classroom, or both. One of the things we all do a lot of as teachers is
talking and it is the realisation of how easy it is to record ourselves which can be a real
eye-opener. In recent years I have become more aware of this and am now using sound
recordings in many aspects of my work.
One moment of revelation arrived for me in
late March 2007 at Derby Grammar School,
when my colleague and I found out that we
had entered our A2 Latin candidates for an
illegal combination of literary texts. In this
situation, after the initial panic, we had to
face up to the fact that we had let down our
three students very badly and that the only
way out of the mess we had created was to
be inventive.
I then made a decision to teach the Tacitus
Book 1 option, which was still being offered
in 2008. Instead of doing this in the normal
way, I had to re-assess how to teach at at
least three times the normal speed, which
was to say the least, a real challenge.
I then made a full set of chapter by chapter
recordings of the text, using an existing
translation which I had made with a Lower
VI class. Instead of working from the
Latin to the translation, I worked from the
translation back to the Latin, in a complete
set of recordings, which I made in real time.
Each chapter took between about five and
fifteen minutes to complete.
Working under my new method, the
students were instructed to play the sound
files back, while looking at the translation.
Then, they were told to come to class but
without the translation, and regurgitate
what I had recorded for them. It became
apparent very quickly that, not only were
they able to do this, but were also able
to go beyond what I had said, making
connections and adjustments as they
went. We only had four weeks to complete
the whole exercise, and we were fully
successful in our aim. I had never thought
it might be possible to complete an A
Level set text in four weeks with any class,
however gifted. Yet what told here was not
the time frame alone, but also the quality of
learning achieved.
This method is one I can highly recommend.
It need not be targeted as a four week
exercise, however, and indeed, that kind
of pressure is pretty intolerable in a normal
situation. It could easily form part of
a real lesson, after a text has been studied
properly in the traditional way. All you have
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