Educational Added Value Associated With Digital Integration: The Representations of Students Pursuing a Master’s Degree in Education at the University of Liège
The way in which the added value of digital technology is known and understood by students pursuing a Master’s degree in education is at the heart of this research. The representations of 83 students enrolled in the introductory course on the uses of digital technology in education were collected by means of a questionnaire consisting of open and multiple-choice questions. These representations, after being analyzed, were compared with the definition and typology of added value previously established (Noben et Denis, 2019, sous presse). Many elements were confirmed and others, such as communication, were identified.