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Digital and self-confidence: the example of a geography project

7 Secondary 3 groups had a particularly enriching experience this year on a human level thanks to a project leading to the production of a video report. The teacher Laurent Di Pasquale tells us.

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7 groups of 3e This year, secondary school students have had a particularly enriching experience on a human level thanks to a project leading to the production of a video report. The teacher Laurent Di Pasquale tells us.   

Laurent Di Pasquale is professor of geography and social sciences at the Athénée royal de l'Air Pur in Seraing, a French-speaking secondary school in Belgium. This year, he made the students of his 7 geography groups of 3e secondary school a major educational project supported by digital technology. Yes, 7 groups at a time! “I knew I wasn't going to make it easy for myself, but I also told myself that if I was doing it with a group, I had to do it with everyone in order to give them the chance to experience the same thing. "

This project concerned the study of the risks linked to the proximity of nuclear power plants, which are numerous in Belgium and in neighboring countries. He explains it in this presentation video:

The project and the contribution of digital technology

From the outset, the teacher provided a activity guide to the students by first explaining to them the expected results and the elements that would be evaluated. Then, for 6 weeks, the students collected the information, identified the dangers, designed their video by writing their script, then filmed. For the teacher, they were really actors in their learning. “The motivation was there, and all the groups achieved their goals,” he explains.

Originally, Laurent Di Pasquale had planned to have them do the video editing themselves, but unfortunately, the school computers did not allow it. He therefore admits having invested a lot of time in preparing the 37 montages for this first edition… However, in the meantime he has submitted two projects to the special “Digital School” fund for Belgium, which have just been accepted. This will allow him in particular to acquire the necessary equipment to add this stage next year, because he intends to continue.

The classes closed the project with a virtual reality tour of the Chernobyl power plant using Oculus Go headsets and the Google Expeditions app.

Develop self-confidence and bond with students

“Carrying out a project with your students is to discover yourself, it is to discover the deepest capacities of our students. "

Laurent Di Pasquale

Along with school concepts, Laurent Di Pasquale aimed to develop a very important aspect in his students: self-confidence. “Getting the students to agree to put themselves in an acting position like this took a lot of positive reinforcement. In fact, he remembers that at the beginning, most of them felt incapable of doing so. “Digital technology, in this project, made it possible to exercise a more social skill, by showing that nothing is impossible and that we are all capable of achieving it at different levels. "

I wanted to know if the use of digital technology had an impact on the quality of the relationship he was able to develop with his students this year. To this question, he answered yes without hesitation. “I can say that we already got along very well at the base, but after that, we could all have won the moon for each other because the energy deployed was so positive. "

He adds that solidarity in the groups quickly took hold as well. For example, since he has to change premises each period, he sometimes had to dismantle and reinstall all the equipment 3 times a day. “The groups did everything they could to make it happen together, it was very rewarding. He also indicates that he witnessed some moving situations during the shootings, such as the time when a whole group applauded to give courage to one of its members who literally burst into tears while in front of the camera, or this other time when all the students turned around to give courage to another… “It was beautiful, and it made us grow. "

Discover the details of the project and the students' productions here on his site!

About the Author

Audrey Miller
Audrey Millerhttps://ecolebranchee.com
Directrice générale de l'École branchée, Audrey détient une formation universitaire de 2e cycle en technologies éducatives et un baccalauréat en communication publique. Membre de l'Ordre de l'Excellence en éducation du Québec, elle s'intéresse particulièrement au développement professionnel des enseignants, à l'information à l'ère du numérique et à l'éducation aux médias, tout en s'activant à créer des ponts entre les acteurs de l'écosystème éducatif depuis 1999. Elle s'implique cette année notamment dans l'Association Edteq et en tant que membre du comité d'orientation stratégique de l'ACELF.

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