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The role of digital technology in schools in France

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DOI: 10.23977/jaip.2024.070113 | Downloads: 8 | Views: 249


Cao Yuting 1


1 Shenzhen Polytechnic University, Shenzhen, China

Corresponding Author

Cao Yuting


This article discusses the contributions of digital technology within the school environment in France by comparing numerous myths circulating in this field derived from research: increased motivation and autonomy of students, more active learning, a response to specific needs... does digital technology really enable all of this? What's teachers' attitude towards digital tools? It turns out that the answer to these questions is mixed, with education still far from having completed its "digital revolution". Digital tools indeed boost student motivation, but the impact is modest. Research suggests students may be overwhelmed, find it too demanding, or misuse interactive features. Digital technology's promise of autonomous learning is also challenged. Offering resources alone doesn't guarantee engagement, with attendance and motivation playing crucial roles. Digital tools benefit students with disabilities in various ways, but the effectiveness of some interventions remains moderate, highlighting the need for ongoing research and replication. When it comes to teachers, their use of digital tools varies from subject and type of task, and only when the use has added value.


Digital technology; education; France; motivation


Cao Yuting, The role of digital technology in schools in France. Journal of Artificial Intelligence Practice (2024) Vol. 7: 77-81. DOI:


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