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VLE Limits and Perspectives for Digital Integration in Teaching Practices

Lessons Learned from the French Basic Education Teachers’ Experience During the COVID-19 Pandemic

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Technology-Enhanced Learning for a Free, Safe, and Sustainable World (EC-TEL 2021)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12884))

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Abstract

With the recent COVID-19 pandemic and general school closure, teachers had to teach remotely in an emergency. This study explores how this particular context enacts French Primary and Secondary Teachers’ technology integration, with a specific focus on the virtual learning environment (VLE), by exploiting 441 teachers’ answers to a survey and 13 in-depth interviews. The findings confirm previous studies: teachers intensified the practices they were already familiar with. But the need to keep a pedagogical link with students led them to more active, collaborative, and engaging learning forms. Our multidimensional analysis shows that teachers integrated technologies into their practices, according to two different logics: diversifying interaction with students and improving self-efficiency. VLE seems easier to use than other digital tools, yet it lacks the resources to fully support teachers’ professional development. Finally, this article presents three strategies to redesign the UX and open up the VLE to resource creation, to promote the integration of digital tools within teachers’ practices.

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Notes

  1. 1.

    The survey is part of the larger Nunc project, started in March 2020 to understand how families and teachers adjusted teaching and learning activities to lockdown with TEL.

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Acknowledgments

This research was supported by the French “FUI AAP21”.

Author information

Authors and Affiliations

  1. TECHNE EA 6316, University of Poitiers, 86073, Poitiers, France

    Christine Michel, Laëtitia Pierrot & Melina Solari-Landa

  2. DRDUNE- Réseau Canopé, 86360, Chasseneuil du Poitou, France

    Melina Solari-Landa

Authors
  1. Christine Michel
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  2. Laëtitia Pierrot
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  3. Melina Solari-Landa
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Corresponding author

Correspondence to Laëtitia Pierrot .

Editor information

Editors and Affiliations

  1. KU Leuven, Leuven, Belgium

    Tinne De Laet

  2. Open University of the Netherlands, Heerlen, The Netherlands

    Roland Klemke

  3. Universidad Carlos III de Madrid, Leganés, Spain

    Carlos Alario-Hoyos

  4. Pontificia Universidad Católica de Chile, Santiago, Chile

    Isabel Hilliger

  5. Universidad de Valladolid, Valladolid, Spain

    Alejandro Ortega-Arranz

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Michel, C., Pierrot, L., Solari-Landa, M. (2021). VLE Limits and Perspectives for Digital Integration in Teaching Practices. In: De Laet, T., Klemke, R., Alario-Hoyos, C., Hilliger, I., Ortega-Arranz, A. (eds) Technology-Enhanced Learning for a Free, Safe, and Sustainable World. EC-TEL 2021. Lecture Notes in Computer Science(), vol 12884. Springer, Cham. https://doi.org/10.1007/978-3-030-86436-1_8

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  • DOI: https://doi.org/10.1007/978-3-030-86436-1_8

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