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              <p>This article aims to contribute to formalize a sociocritical approach of digital technology in education. Such a sociocritical approach focuses on the relationships between students’ sociocultural profiles and contexts, and their disposition to learn with digital technology. This approach lies at the crossroads of sociology of use, on the one hand, which has granted little attention to educational uses of digital technology, and, on the other hand, education sciences, which have mainly considered educational uses of digital technology within the school context. It is part of the theme of educational uses of digital technology (Baron, 2014) and it is complementary to didactic and psychopedagogical approaches of digital technology, which are more commonly used. We first explain the foundation of this approach of digital technology in education. We then present an overview of three main research interests of this approach, before discussing its methodological implications, its complementarity with educational technology approaches and the challenges that are raised.</p>
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              <p>■ RÉSUMÉ • Cet article a pour objectif de contribuer à formaliser une approche sociocritique du numérique en éducation. Telle que nous la concevons, cette approche consiste à étudier les relations entre le profil et le contexte socioculturel des élèves et leur disposition à s'éduquer et se former avec le numérique. Elle se situe au croisement, d'une part, de la sociologie des usages, qui a peu développé les dimensions éducatives du numérique, et d'autre part, des sciences de l'éducation, qui ont faiblement mis en lien les usages numériques proposés aux élèves en salle de classe avec ceux développés en contexte extrascolaire. Elle s'inscrit dans la thé-matique des usages numériques éducatifs, telle que circonscrite par (Baron , 2014), et se veut complémentaire aux approches didactique et psychopédagogique majoritairement utilisées. Nous commençons par expliciter les fondements de cette approche. Nous présentons ensuite un aperçu de trois de ses thématiques saillantes, avant d'aborder ses implications méthodologiques et sa complémentarité avec les approches didacti-que et psychopédagogique, ainsi que les principaux défis qu'elle doit relever. ■ MOTS-CLÉS • Approche sociocritique, rapport éducatif au numérique, contexte extrascolaire.</p>
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