Uses and representations of tablets at home and at school: What is the continuity?
This study focuses on representations and uses of digital tablets in the private and educational spheres as reported by three groups of actors at a French collège (ages 7–11): parents of students, students/children, and language teachers. Using a systemic approach, which we compare to the sociocritical approach, we analyze these representations and uses and seek to understand which dynamics cross over both spheres in order to determine the continuities and breaks in the perceptions of these groups of actors. Among other things, our analysis shows continuities with respect to perceptions of tablet integration as a motivating factor, or questions about the training needed to use these tools effectively. The article discusses these results and sets forth reflections on the observed continuities and breaks.