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            <title xml:lang="fr">Influence de l’habituation à l’usage de l’outil informatique sur l’apprentissage et les résultats scolaires d’élèves du cycles 3 de l’école primaire.</title>
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                <term xml:lang="en">hypertext</term>
                <term xml:lang="en">school encyclopaedic memory</term>
                <term xml:lang="en">primary teaching</term>
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                <term xml:lang="en">Information and Communication Technology (ICT)</term>
                <term xml:lang="fr">technologies de l’information et de la communication (TIC).</term>
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                <term xml:lang="fr">mémoire encyclopédique scolaire</term>
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              <p>This paper presents the main results of a study which looked into the con- sequences of what happens when « CM2 » pupils (aged 9 to 10) grow accustomed to working with Information and Communication Technology (ICT) at school. Though the results cannot be directly attributed to the electronic medium nor the hypertext format as such, it seems that pupils’learning outcomes are positively influenced by use of ICT in the classroom, especially as regards the quality of their reading activity. Overall pupils’level progressed significantly during the « cycle 3 » (the last of three primary cycles in French schools, covering pupils aged 7 to 10 years), but progress was even more noteworthy when pupils started out weak at the beginning of the last primary cycle (7 to 8 year olds). However, even more so than in reading, it seems that in writing, digital tools revolutionize intellectual activity. Intrinsically, ICT may not bring about new pedagogical ideas per se, but it may very well strengthen the positive or negative impact which effective or less effective teaching practice has on pu- pils’learning. Consequently, it behooves the educational establishment to reflect seriously about the integration of ITC, thus allowing all teachers to become familiar with and to master those professional practices whose effectiveness would be reinforced by the use of ITC.</p>
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              <p>Cet article présente les principaux résultats d’une étude comparative qui met en évidence des effets liés à l’habituation aux technologies de l’information et de la communication (TIC) d’élèves de CM2 dans un contexte scolaire. Bien que cela ne puisse être attribué ni aux supports électroniques, ni au format hypertexte en tant que tels, il apparaît que les résultats des élèves sont positivement influencés par l’usage des TIC en classe, notamment en ce qui concerne la qualité de lecture. Globalement le niveau scolaire des élèves habitués aux TIC a significativement progressé au cours du cycle 3, tout particulièrement pour les élèves faibles en début de cycle. Cependant, il semble que ce soit dans l’Écrire (encore plus que dans le Lire) que les outils numériques révolutionnent les activités intellectuelles. Si les TIC ne semblent a priori pas intrinsèquement porteuses de nouvelles conceptions pédagogiques, elles en renforcent vraisemblablement les effets (positifs ou négatifs) sur l’apprentissage, d’où la nécessité pour l’institution scolaire de s’instrumenter pour permettre à l’ensemble des enseignants de connaître et de maîtriser les gestes professionnels dont l’efficacité se trouverait renforcée par l’usage des TIC.</p>
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