The highlight of the 4th Congress of Digital Elected Officials: the renewal of the partnership agreement with the Ministry of National Education and Youth in the presence of Audran Le Baron, Director of Digitalb for Education. It continues the rapprochement between the two organizations, which is mainly materialized by highlighting the exemplary actions of the communities tagged every year with the #Digital Educational mention of the national label Territoires, Villes et Villages Internet and the exchange of these experiences within the network. Cities.
Emmanuel Allard, vice-president of the commune of Parthenay-Gâtine (79) is one of the representatives of Villes Internet within the committee of digital educational partners. Forum for dialogue between the ministry and local authorities to promote a global and common strategy for the deployment of digital education in France. Villes Internet is one of the founding members.
They return to Villes Internet on the meaning of digital education and the place of communities in this dynamic.
Internet cities: What is the meaning of digital education?
Audran Le Baron
When we talk about digital in education, we must first ask ourselves the question “why”. We often dialogue between experts or believers in digital education, but we need to turn to others and therefore ask ourselves the question “why”.
Digital education is first and foremost about digital citizenship. We live in a world that is increasingly digital, where all our purchases, our relationships go through digital. School has a fundamental role to play in making our children educated future citizens in the digital world. They must be made to acquire a digital culture, digital skills that will allow them to be comfortable with digital technology, to be trained in new tools in their future jobs. This also prepares a sector of digital excellence for tomorrow’s digital sovereignty.
Digital technology is also a tool that “augments” teachers, without obviously replacing them. Many tools include a dose of artificial intelligence that allows teachers to have a chart of their students and quickly know which ones are struggling. Other tools facilitate individualized learning with personalized remediation. All these tools make it possible to hybridize lessons.
Digital education is also the sustainability of the school and allows for pedagogical continuity.
Finally, digital technology eases administration and avoids repetitive tasks for agents.
To me, digital education means allowing students to experience different situations with different tools. And through these experiences, they are nurtured and can become critical.
A common digital culture must be created between different stakeholders. This should be carried out by National Education and communities to allow all interlocutors to have all the keys to a good mastery of digital tools. Support is essential.
The learning and mastery time is often longer than that of deploying new tools. It is our role to notify the state of these returns from the field. Support – for families, students and teachers – is crucial to the success of digital public policies. National bricks are complementary to local bricks.
Internet Cities: When We Talk About Digital Valuation, Are We Valuing Practices or Uses?
Audran Le Baron
We try to have a balanced and consolidated view of the whole. We have developed the Digital Skills Reference Framework (CRCN), which covers all digital skills, from uses, technical skills to culture. It is inspired by the European reference system. There is also the Pix system which is based on this skill referral system. It’s for middle and high school students, teachers, and we’re currently working on a version for parents. It allows, in the form of questions and answers, to test themselves in their digital skills, but also to develop their skills. And finally, it allows you to prove your skills. We are also experimenting with a certification system for teachers, Pix+édu. It aims to develop their skills, identify ambassadors, that is, digital education experts, who will support all colleagues in reasonable and reasonable use in institutions.
With the Pix system, we have a good approach and a good tool, unlike B2i, which we had trouble getting people to adhere to because the self-assessments were difficult to do.
This tool allows students to learn and prove what they know how to do. I think this will extend to our communities and our agents and why not to the families of our territories. It’s a device that will have to be democratized to encourage people to set foot on it. There is still a reluctance towards digital and people who are away from it will not spontaneously go to this type of tool. We have a lot of educational work to do and we must do it together.
Internet cities: How does the committee of digital partners for education work?
The work done in this partner committee is enriched by our experiences and skills. For example, some felt that this committee had an overly technical approach. Therefore, we insisted that it include a more political dimension.
The local approach is crucial. I see it in certain territories where there are real exchanges and where we get to create devices that are supported by communities that listen to users to meet their needs. These communities create a complete environment. This environment is enriched with training. These virtuous chains were able to exist thanks to exchanges between different partners.
When we work together, we manage to find good answers.
Audran Le Baron
We are in a common public policy. This means that we have a distribution of powers, especially resulting from the Peillon law: communities are responsible for devices – digital, but not only – in schools, colleges and high schools. On the other hand, the state is responsible for the training of its agents, including teachers, and educational resources. These resources must be provided in good agreement with the communities because these resources must be compatible with the equipment and these equipment must be accompanied by training. Everything intersects and the triptych that comes to mind is: train – equipment – equipment. We are each responsible for one of these missions, so we must establish a coordinated and homogeneous policy. We can set big directions at the national level, but then it’s at the local level that it happens. This is why national consultation must be rejected at the local level.
Villes Internet and the Department of Digital Education of the Ministry of National Education and Youth have just signed a new agreement. What are the main issues of this partnership?
Participate in a crossover vision. Through the partners’ committee, we have a fairly clear vision of the direction taken by the MEN. Our involvement in this convention allows us to bring our expertise through the experiences of our digital electors, who have a practical vision of application in the field of decisions made. This feedback complements feedback from more general associations such as AMF. We have a more focused vision on these topics. Our expertise in the field is exchanged with the listening of the ministry. This allows us to enlighten the ministry.
The interest is two-way, the fact that the projects in the resource are explained directly by those who carry them, this allows us to have a vision of the first expectations and thus share them with colleagues who are in the field.
This partnership is essential to support and accompany the communities that provide the tools for teachers and students. With the recovery plan, the state launched a call for projects for a digital infrastructure of the first degree up to 300 million euros of investment. Villes Internet has contributed to distribution, community mobilization and project monitoring. Thanks for your commitment.
Digital education is a common policy between the state and local authorities, but also with companies, associations and individuals. I am convinced that in order to continue moving forward in this field, it is imperative that we share a common course and framework to move in the same direction. Our energies gather. This is what we are doing with the digital strategy for education, which is a co-construction approach.
The signing of the partnership between Villa Internet and the Ministry of National Education and Youth.
Audran LeBaron, digital education director – Mathieu Vidalpresident of the internet association Villes