Le processus d’adoption d’une innovation pédagogique avec les TIC par les enseignants

With the ever increasing place that information and communication technologies (ICT) occupy in education, we sought to understand the process by which teaching innovations, by means of ICT, were adopted in classrooms. More specifically, the context of innovation in this study was set up through a Leaning Management System (LMS). In order to do this, a LMS was set up for the secondary school teachers and students of a greater Montreal area school board. As a premise, teachers did not have access to LMS and the majority had never been in contact with LMS as teachers or learners. We could therefore consider this learning situation as being innovative in and of itself. Thus, it is in this innovative teaching context, using ICT, that this research was carried out. The general objective of our research was to set up a LMS prototype in order to identify the factors which support the adoption of teaching innovations by secondary school teachers. Then, we wanted to see to what extent the teacher’s perceptions of the LMS gave them the impression that the pedagogical design functions used were useful and how the affordances was perceived. This made it possible for us to determine principles of design that would allow teachers to better exploit ICT in a LMS. To carry out this research, we used the Design-Based Research methodological approach. Thus, we carried out three iterations each of which involved one cycle characterized by the design of a prototype, its implementation in an authentic setting and its evaluation. The objective of the first iteration was mainly exploratory. It aimed at the implementation and the experimentation of the LMS in preparation for a broader distribution. A group interview and logbook entries made it possible to document this iteration. The results obtained tend to show that the LMS was relevant for teachers. However, we also observed that a set of adaptations and modifications were necessary before carrying out the broader distribution of the platform. By making these interventions, we wanted to make sure that the LMS catered to the teaching context and the teachers’ reality as best as possible.  In the second iteration, we used Davis, Bagozzi and Warshaw (1989) Technology Acceptance Model (TAM) to identify the factors which support the adoption of a LMS. The results of this phase indicate that, on the one hand, our data conforms well with the TAM model and that, on the other hand, the perceived usefulness dimension appears to be a good predictor of the adoption of the LMS by teachers.  For the third iteration, we implemented a participatory design of teaching features process with nine teachers divided into two sites. This approach was aimed at analyzing teacher perceptions concerning the LMS. This iteration was evaluated using semi-directed interviews. Result analysis enabled us to confirm the utility of the LMS, more specifically with respect to the level of reinvestment of the activities carried out. In addition, teachers mentioned the importance of training and coaching in the design of teaching features process. In this iteration, we also wanted to see the extent to which the affordances of ICT was perceived in the LMS. This intervention process involved placing teachers in a situation of perception of affordances as well. This, however, did not allow us to articulate a direct relationship between designing teaching features and their implementation in authentic contexts with the explicit perceptions of affordances of the LMS.

Keyphrases: Pedagogical Innovation, ICT, Learning Management System (LMS), Teachers