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Resume : Cet article decrit les pratiques et les conceptions de huit enseignants du primaire qui se situent a divers stades du processus d’implantation des TIC. Les resultats, issus d’entretiens et d’observations, montrent que les enseignants qualifies d’experimentateurs, qui se situent au niveau inferieur d’utilisation des TIC, ont des conceptions et des pratiques plutot behavioristes. Les enseignants collaborateurs ou adaptateurs, qui se situent a des niveaux superieurs du processus d’implantation des TIC, ont des pratiques plutot variees et affichent plus de conceptions constructivistes que les enseignants experimentateurs. La discussion analyse les liens entre les conceptions affichees par les enseignants et les usages des TIC.   Teaching practices and elementary school teacher’s concepts of teaching and learning at different levels of integration of ICTs Abstract: This article describes both practices and concepts of eight elementary school teachers who are at different stages of implementation of ICT in their practice. The results, taken from interviews and observation, indicate that teachers, identified as “experimenters” and who tend to use ICT less, adopt concepts and practices that lean towards behaviourism. Teachers identified as “collaborators” or “adaptors” and who are at higher levels of integration of ICTs tend to have practices that are more varied and show evidence of internal representations leaning more towards constructivism. The discussion further analyzes the relationship between the concepts that are evoked by the teachers and their uses of ICTs.

canadian journal of learning and technology

Pratiques d’enseignement et conceptions de l’enseignement et de l’apprentissage d’enseignants du primaire à divers niveaux du processus d’implantation des TIC