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| Titre : |
Incorporating digital technology within French art and design schools |
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| Numéro : |
61 |
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| Année : |
2019 |
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| Volume : |
XXV |
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| Auteur(s) : |
Thomas PARIS, David MASSÉ |
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| Résumé : |
Today, the world of education and training is impacted by digital technology, which questions the ways of learning and teaching across all disciplines. Art and design schools are no stranger to these transformations, which encourage the emergence of new jobs, new creation tools and new creative spaces. Through the study of six French schools, this article explores the impact of digital technology in training in creative activities. It highlights several ways in which digital technology is introduced in these schools: the development of new tools, the emergence of new careers, and the drive demonstrated by certain individuals. Beyond this, it shows that digital technology encourages the creation of new study programmes; it tends to introduce greater complexity in teaching, a form of refocusing on creative activities and embrace a larger perspective from tools. Eventually, digital technology is leading schools to globally reflect on the role of technology in schools and to think about the creation of new environments and other places dedicated to technology. |
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| Pages : |
61 - 74 |
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| DOI : |
https://www.cairn.info/revue-internationale-de-psychosociologie-de-gestion-des-comportements-organisationnels-2019-61-page-61.htm |
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| Type : |
Research paper |
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| Keywords : |
digital transformation, digital training, creative school, creative industries, evolution of creative tools and professions |
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| APA : |
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| Citations : |
0 |
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| CAIRN : |
https://www.cairn.info/revue-internationale-de-psychosociologie-de-gestion-des-comportements-organisationnels-2019-61-page-61.htm |
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