Remote Teaching during the Lockdown – Evolutions and Transformations of Pedagogical Practices

Pascale Catoire
Université d’Orléans

Manuel Schneewele
Université d’Orléans

Sonia Tesson
Université d’Orléans

Elodie Tricard
Laboratoire Ercaé, Université d’Orléans


The lockdown, announced on March 16, 2020, led to a massive use of digital tools to offer pedagogical continuity. The objective of this exploratory research is to highlight the digital practices of 1, 994 teachers took part in this research from May to July 2020. A questionnaire measuring their digital practices during the lockdown, as well as the factors of change, was sent to them by email. Although the use of digital tools increased during the lockdown, the underlying pedagogical practices have not changed much. Teachers report that they mainly used digital tools to maintain communication as well as for the deposit, storage and sharing of content, thereby reproducing what is done in class. The results of this study targeting teachers’ practices support the idea that the appropriation of digital tools should be considered over a long period of time and through a change in teaching practices.

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