Digital technology and teaching practices: from de-linking to creative work
Abstract
My research is part of a psychoanalytic clinical approach in educational sciences. It seeks to understand
the psychological functioning among teachers in their professional practices mediated by Information and
Communication Technology.
At first, with the help of non-directive/unstructured interviews with secondary school teachers in France, from various researches on digital spaces (distance education and digital workplace), this paper will present how myths revolve around the computer (Breton, 1995) and the fantasy of education described by Kaes (1975) and Enriquez (1981) around the fabrication of a being in the image of the ideal of its creator.
Next we shall analyze the digital teaching practices that are built in tension, at the subjective level, between a work of de-linking and that of construction and enforcement, in professional situations, with a link between the paranoid-schizoid and depressive positions (Rinaudo, 2011).
On one hand, we will see how the feelings around the notion of negative actualize with the immediacy and permanence of technologies, strengthening the omnipotence of the teacher which is unconscious, and the confusion between private and professional space which push the teachers to consider the digital learning space as a bad object that should be destroyed (Bion, 1962).
On the other hand, we will explain how digital devices offer the possibility of a potential creative space for professional practice (Winnicott, 1971).
In the conclusion will be emphasized the importance of considering the de-linking and the creation processes together for analyzing educational practices.
At first, with the help of non-directive/unstructured interviews with secondary school teachers in France, from various researches on digital spaces (distance education and digital workplace), this paper will present how myths revolve around the computer (Breton, 1995) and the fantasy of education described by Kaes (1975) and Enriquez (1981) around the fabrication of a being in the image of the ideal of its creator.
Next we shall analyze the digital teaching practices that are built in tension, at the subjective level, between a work of de-linking and that of construction and enforcement, in professional situations, with a link between the paranoid-schizoid and depressive positions (Rinaudo, 2011).
On one hand, we will see how the feelings around the notion of negative actualize with the immediacy and permanence of technologies, strengthening the omnipotence of the teacher which is unconscious, and the confusion between private and professional space which push the teachers to consider the digital learning space as a bad object that should be destroyed (Bion, 1962).
On the other hand, we will explain how digital devices offer the possibility of a potential creative space for professional practice (Winnicott, 1971).
In the conclusion will be emphasized the importance of considering the de-linking and the creation processes together for analyzing educational practices.