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L’impact du numérique sur les apprentissages des élèves : évaluation d’une politique d’équipement à grande échelle. Ensemble des résultats au cycle 4

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  • Denis Fougère

    (OSC - Observatoire sociologique du changement (Sciences Po, CNRS) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique, CNRS - Centre National de la Recherche Scientifique, LIEPP - Laboratoire interdisciplinaire d'évaluation des politiques publiques (Sciences Po) - Sciences Po - Sciences Po, CEPR - Center for Economic Policy Research - CEPR, IZA - Forschungsinstitut zur Zukunft der Arbeit - Institute of Labor Economics)

  • Ghazala Azmat

    (ECON - Département d'économie (Sciences Po) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique, CEP - LSE - Centre for Economic Performance - LSE - London School of Economics and Political Science, IZA - Forschungsinstitut zur Zukunft der Arbeit - Institute of Labor Economics, CEPR - Center for Economic Policy Research - CEPR, LIEPP - Laboratoire interdisciplinaire d'évaluation des politiques publiques (Sciences Po) - Sciences Po - Sciences Po)

  • Alexis Lermite

    (DEPP - Direction de l'évaluation, de la prospective et de la performance - M.E.N.E.S.R. - Ministère de l'Education nationale, de l’Enseignement supérieur et de la Recherche)

  • Clémence Lobut

    (ECON - Département d'économie (Sciences Po) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique, DEPP - Direction de l'évaluation, de la prospective et de la performance - M.E.N.E.S.R. - Ministère de l'Education nationale, de l’Enseignement supérieur et de la Recherche, LIEPP - Laboratoire interdisciplinaire d'évaluation des politiques publiques (Sciences Po) - Sciences Po - Sciences Po)

Abstract

Dans cette étude, nous mesurons l'impact de dotations d'équipements numériques mobiles sur les apprentissages des élèves et les pratiques professionnelles des enseignants et chefs d'établissement. Une part importante de l'échantillon de cette étude est constituée par des collèges bénéficiaires d'une politique d'équipement à grande échelle en France, le Plan numérique de 2015. Nous utilisons des données multidimensionnelles et inédites, collectées dans le cadre d'une étude de la DEPP visant à mesurer les effets de ces dotations à court et moyen terme (de la classe de 5e à la fin de la scolarité de collège). Celle-ci a suivi un panel de près de 5 000 élèves de la 5e à l'entrée en 2de, et a également interrogé leurs enseignants et les chefs d'établissement. L'impact de la politique sur les apprentissages des élèves est mesuré sur les compétences disciplinaires, numériques et sociocognitives (créativité, collaboration et esprit critique). Afin d'identifier l'impact causal des dotations, notre échantillon inclut des élèves, enseignants et chefs d'établissement n'ayant pas bénéficié de la politique. Nous utilisons la méthodologie de l'entropy balancing et d'autres méthodes d'appariement statistique afin de comparer ce groupe non-bénéficiaire avec le groupe bénéficiaire.

Suggested Citation

  • Denis Fougère & Ghazala Azmat & Alexis Lermite & Clémence Lobut, 2022. "L’impact du numérique sur les apprentissages des élèves : évaluation d’une politique d’équipement à grande échelle. Ensemble des résultats au cycle 4," Working Papers halshs-03915750, HAL.
    • Handle: RePEc:hal:wpaper:halshs-03915750
    Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-03915750
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