A Sociocritical Perspective on the Integration of Digital Technology in Education

  • Jean Gabin NtebutseEmail author
  • Simon Collin
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


This chapter aims to present what could be the contribution of a socio-critical approach for the benefit of digital equity in education. It begins with the presentation of the main issues of digital equity in education. It continues with the presentation of the need and the foundations of that socio-critical approach on digital technologies in education and ends with the main lines of research aligned with such a perspective.


Sociocritical perspective Digital technologies Digital equity Integration Education 


  1. Albero, B., & Thibault, F. (2009). La recherche française en sciences humaines et sociales sur les technologies en éducation. Revue française de pédagogie, 169, 53–66.CrossRefGoogle Scholar
  2. Barre-de Miniac, C. (2000). Le rapport à l’écriture. Aspects théoriques et didactiques. Lille: Presses Universitaires du Septentrion.Google Scholar
  3. Bayne, S. (2014). What’s the matter with ‘technology-enhanced learning’? Learning Media and Technology, 40(1), 5–20.CrossRefGoogle Scholar
  4. Beynon, W. M., Norris, M. T., Russ, S. B., Slade, M. D., Yung, Y. P., & Yung, Y. W. (1989). Software construction using definitions: An illustrative example. Warwick: University of Warwick.Google Scholar
  5. Brotcorne, P., & Valenduc, G. (2009). Les compétences numériques et les inégalités dans les usages d’internet. Comment réduire ces inégalités? Les Cahiers du numérique, 1(5), 45–68.CrossRefGoogle Scholar
  6. Bruillard, É. (2011). Le déploiement des ENT dans l’enseignement secondaire: entre acteurs multiples, dénis et illusions. Revue française de pédagogie, 177, 101–130.CrossRefGoogle Scholar
  7. Buckingham, D. (2007). Beyond technology: Children’s learning in the age of digital culture. Cambridge/Malden, MA: Polity Press.Google Scholar
  8. Bukodi, E. (2017). Cumulative inequalities over the life-course: Life-long learning and social mobility in Britain. Journal of Social Policy, 46, 367–404.CrossRefGoogle Scholar
  9. Bulfin, S., Johnson, N. F., & Bigum, C. (Eds.). (2015). Critical perspectives on technology and education. New York: Palgrave Macmillan.Google Scholar
  10. Chaptal, A. (2003). Réflexions sur les technologies éducatives et les évolutions des usages: le dilemme constructiviste. Distances et savoirs, 1(1), 121–147.CrossRefGoogle Scholar
  11. Collin, S., Guichon, N., & Ntebutse, J. G. (2015). Une approche sociocritique des usages numériques en éducation. STICEF, 22, 89–117.CrossRefGoogle Scholar
  12. Conseil international des sciences sociales (CISS), l’Institut des Études Développement (IDS), & UNESCO. (2016). Rapport mondial sur les sciences sociales. Lutter contre les inégalités. Pistes vers un monde juste. Retrieved from
  13. Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York:Teachers College Press.Google Scholar
  14. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 1880–1990 (2nd ed.). New York: Teachers College Press.Google Scholar
  15. De Haan, J. (2004). A multifaceted dynamic model of the digital divide. IT & Society, 1(7), 66–88.Google Scholar
  16. De Munck, J. (2011). Les trois dimensions de la sociologie critique. Sociologies. Retrieved from
  17. Dieuzeide, H. (1982). Marchands et prophètes en technologie de l’éducation. In Actes du colloque: Les formes médiatisées de la communication éducative (pp. 78–82). Lyon: Ecole Normale supérieure de Saint-Cloud.Google Scholar
  18. DiMaggio, P., Hargittai, E., Celeste, E. C., & Shafer, S. (2004). From unequal access to differentiated use: A literature review and Agenda for research on digital inequality. Report prepared for the Russell Sage Foundation. Retrieved from
  19. Duru-Bellat, M. (2006). Peut-on diminuer les inégalités scolaires à l’école? In G. Chapelle D. Meuret (dir.). Améliorer l’école. (pp. 25-36). Paris: Presses universitaires de France.Google Scholar
  20. Erstad, O. (2012). The learning lives of digital youth-beyond the formal and informal. Oxford Review of Education, 38(1), 25–43.CrossRefGoogle Scholar
  21. Erstad, O., Gilje, O., & Arnseth, H.-C. (2013). Learning lives connected: Digital youth across school and community spaces. Comunicar, 40(20), 89–98.CrossRefGoogle Scholar
  22. Eynon, R. (2008). The learner and their context: Review of the evidence. A report to BECTA. Oxford: Department of Education. University of Oxford.Google Scholar
  23. Eynon, R. (2012). The challenges and possibilities of the impact agenda. Learning, Media and Technology, 37(1), 1–3.CrossRefGoogle Scholar
  24. Friesen, N. (2008). Critical theory: Ideology critique and the myths of elearning. Ubiquity, 9(22), 3–9. Retrieved at:
  25. Friesen, N. (2013). Educational Technology and the New Language of Learning: Lineage and Limitations. In N. Selwyn & K Facer. (dir.), The Politics of Education and Technology: Conflicts, Controversies, and Connections (pp.21–38). New York/: Palgrave Macmillan.Google Scholar
  26. George, É. (2014). Quelles perspectives critiques pour aborder les TIC? Tic & Société, 8(1–2), 10–29.Google Scholar
  27. Gorski, P. C. (2009). Insisting on digital equity: Reframing the dominant discourse on multicultural education and technology. Urban Education, 44(3), 348–364.CrossRefGoogle Scholar
  28. Gudmundsdottir, G. B. (2010). From digital divide to digital equity: Learners’ ICT competence in four primary schools in Cape Town, South Africa. International Journal of Education and Development using Information and Communication Technology, 6(2), 84–105.Google Scholar
  29. Hargittai, E. (2002). Second-level digital divide: Differences in people’s online skills. First Monday, 7(4). Retrieved from
  30. Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected learning: An Agenda for research and design. Technical report. Irvine: Digital Media and Learning Research Hub.Google Scholar
  31. Jacquinot, G. (1981). On demande toujours des inventeurs…. Apprendre des médias, 33, 5–23.Google Scholar
  32. Le Douarin, L. (2014). Usages des nouvelles technologies en famille. Informations sociales, 1(181), 62–71.Google Scholar
  33. Leask, M. (2011). Improving the professional knowledge base for education: Using knowledge management and Web 2.0 tools. Policy Futures in Education, 9(5), 644–660.CrossRefGoogle Scholar
  34. Livingstone, S., & Helsper, E. (2007). Gradations in digital inclusion: Children, young people and the digital divide. New Media & Society, 9(4), 671–696.CrossRefGoogle Scholar
  35. Maddux, C. D., & Johnson, D. L. (2012). External validity and research in information technology in education. Computers in the Schools, 29(3), 249–252.CrossRefGoogle Scholar
  36. Moeglin, P. (1993). Le paradigme de la machine à enseigner. Études de communication, 14, 91–106.Google Scholar
  37. OCDE. (2011). L’enseignement supérieur à l’horizon 2030. Paris: OCDE.Google Scholar
  38. OECD. (2010). Are the new millenium learners making the grade? Technology use and educational performance in PISA. Paris: OECD.CrossRefGoogle Scholar
  39. OECD. (2013). Equity and quality in education. Supporting disadvantaged students and schools. Paris: OECD Publishing. Retrieved from
  40. OECD. (2016). PISA 2015: Results in focus. Paris: OECD.CrossRefGoogle Scholar
  41. Penoup, M.-C. (1999). L’écriture extrascolaire des collégiens, Des constats aux perspectives didactiques. Paris: ESF.Google Scholar
  42. Resta, P. (2011). EDU SUMMIT 2011. Thematic working group 4: Global awareness. Summary report and action Agenda 2011. Retrieved from
  43. Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73.CrossRefGoogle Scholar
  44. Sharples, M., Taylor, J., & Vavoula, G. (2006). A theory of learning for the mobile age. In R. Andrews & C. Haythornthwaite (Eds.), The Sage handbook of E-learning research (pp. 221–247). London: Sage.Google Scholar
  45. The Glossary of Education Reform. (n.d.). Equity. Retrieved from
  46. The National Digital Inclusion Alliance. (n.d.). Definitions. Retrieved from
  47. Underwood, J., & Dillon, G. (2011). Chasing dreams and recognising realities: Teachers’ responses to ICT. Technology, Pedagogy and Education, 20(3), 317–330.CrossRefGoogle Scholar
  48. Warschauer, M. (1998). Online learning in sociocultural context. Anthropology and Education Quarterly, 29(3), 68–88.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of PedagogyUniversity of SherbrookeSherbrookeCanada
  2. 2.Université du Québec à MontréalMontrealCanada

Section editors and affiliations

  • Therese Laferrière
    • 1
  • Paul Resta
    • 2
  1. 1.Université LavalQuebec CityCanada
  2. 2.University of Texas at AustinAustinUSA

Personalised recommendations