Perceptions des enseignants sur les défis de la société numérique
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INTRODUCTION. Le modèle TAM (Technology Acceptance Model) a été conçu pour déterminer et prédire l’acceptation de la technologie. Il s’est basé sur d’autres paradigmes développés en psychologie sociale tels que la TRA (Theory of Reasoned Action). L’hétérogénéité des postulats poursuivant le même objectif que le TAM a conduit à la formulation de l’UTAUT (Unified Theory of Acceptance and Use of Technology) afin d’unifier toutes les théories et les modèles précédents. Pour ce faire, ils ont été pris en compte les constructions de base systématisant huit modèles et/ou théories, ainsi que les facteurs modérateurs les plus pertinents liés à ceux-ci.. L’objectif de cette étude est d’établir l’influence des croyances sur la technologie : l’UP (Utilité Perçue), le FUP (Facilité d’Utilisation Perçue) et l’IC (Intention de Comportement) sur la CDD (Compétence Digitale de l’Enseignant). MÉTHODE. Une méthodologie quantitative a été utilisée en administrant un questionnaire auquel des questions sociodémographiques ont été ajoutées, ainsi que des items sur le Cadre Européen de la CDD et des questions relatives aux sous-échelles de l’UTAUT. Les calculs statistiques ont été effectués à l’aide du logiciel statistique R et RStudio. RESULTATS. Les résultats obtenus auprès l’Analyse Factorielle Confirmatoire montrent l’adéquation des items proposés tant pour l’UP que pour le FUP et l’IC. Ces trois sous-échelles étaient également adaptées à l’UTAUT, car tous les items liés aux six dimensions de la CDD étaient positivement corrélés avec les échelles de l’UTAUT. DISCUSSION. La comparaison des résultats obtenus avec ceux de la littérature scientifique confirme que les mesures d’ajustement entre l’UTAUT et la CDD permettent d’obtenir un modèle d’analyse solide et que la relation positive entre leurs différentes charges factorielles est optimale pour leur développement. Il serait convenable de continuer à analyser cette convergence pour orienter les politiques éducatives.
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