Tunisian primary school teachers ICT uses DATASET

Nowadays, we can notice that the integration of digital technology in the professional practices of teachers is becoming more and more widespread in the Tunisian education system. Nevertheless, there is a significant gap between the uses announced by the noosphere and the uses observed among Tunisian teachers. Our study aims to closely analyze the professional uses of ICT by primary school teachers in Tunisia while trying to assess the various factors associated with this use to understand the causes of these differences. Initial theoretical work was necessary to define the concept of usage and present the various factors associated with it in the scientific literature. Then, we conducted a quantitative study with 350 French Language teachers in the primary cycle in Tunisia. The results revealed a weak ICT integration correlated to a set of personal and institutional factors. However, these correlations, by themselves, are not significant enough to explain these low uses. This allows us to explore new approaches in relation to the social dimension of the concept of usage, which considers the teacher as an active social actor who constructs his or her uses in interaction with other actors, hence the importance of considering collective dynamics in the construction of teachers' professional uses of ICT.

现今，我们观察到，数字技术在教师职业实践中的融合在突尼斯教育体系中日益普及。然而，在宣布的宇宙论使用与突尼斯教师实际应用之间存在着显著的差距。本研究旨在对突尼斯小学教师的信息通信技术（ICT）的职业技能应用进行深入分析，同时试图评估与这种应用相关的各种因素，以理解这些差异的成因。在科学文献中，必要的初步理论工作是为了界定使用概念，并呈现与其相关的各种因素。随后，我们对突尼斯小学阶段的350名法语教师进行了定量研究。结果显示，ICT的整合程度较低，这与一系列个人和制度因素相关。然而，这些相关性本身并不足以解释这种低度使用。这使我们得以探索与使用概念的社会维度相关的新方法，该维度将教师视为积极的社交行动者，他们在与其他行动者的互动中构建自己的使用方式，因此考虑集体动态在构建教师职业技能应用ICT中的重要性。