Intégration de la démarche d’évaluation et des TIC mobiles (iPad) au préscolaire
Kindergarten education in Quebec follows the changes inspired the competency-based approach, constructivism and the integration of Information and Communication Technologies (ICT) which have had particular ramifications in the field of assessment: the child needs to play an active role in same. Even if the integration of ICT in assessment is a challenge in kindergarten, few studies have shed light on these changes as regards teaching practices. In this context, we proposed a training program aimed at accompanying a kindergarten teacher in her assessment practices through the use of a digital tablet. This training program addressed problems dealt with in class and helps enrich teaching practices.  In this study, we aimed to document the integration of mobile technologies and assessment practices in the daily life of a kindergarten teacher through the following tools: a questionnaire on assessment practices and video taping of learning circles, classroom practices and group discussions. The five components of professional development as defined by Shulman and Shulman (2004) were considered for analysing changes brought about in the vision, the motivation, understanding, practices and community sharing, during and at the end of the training. Results indicate a number of changes, which are more or less pronounced as regards regulation practices, differentiated instruction practices and use of assessment tools, be it at the level of the use of descriptive rubrics or self-assessment. As regards the integration of the digital tablet, results show marked changes as its use was favored in certain stages of the evaluation procedure, like data collection, judgement and communication. Finally, teacher accompaniment through learning circles proved to be beneficial.
Assessment practices Kindergarten education Mobile technology (digital tablet) Professional development