Numérique Humain EDC
We often hear about Scandinavian countries “backtracking” on digital technology in schools. This can legitimately raise questions, even fears, whenever technology in our classrooms is mentioned.
But beware of a misunderstanding: these countries had gone “all-digital” from preschool onwards, completely replacing exercise books and textbooks with tablets. What they are rejecting today is not digital technology, but its excess.
EdTech at the Service of the EDC Pedagogical Model
To bring this vision to life, we have placed EdTech at the very heart of our pedagogical model to strengthen teaching quality and pedagogical steering:
In class, the tool fosters engagement and enables a deeper understanding of concepts and a fine-tuned adaptation to each student’s pace.
Digital tools support the tracking of each student’s progress. To ensure excellence, we run a hybrid continuous training plan throughout the year for our teams (hands-on workshops, in-class support) so that they master these practices.
Digital technology fosters a more inclusive and serene school, in class and beyond. We train students to protect themselves, act as responsible online citizens and design concrete, engaging and meaningful projects for the school and society – together with families.
Digital Use at “Chosen Times” for Real Added Value
This structuring framework allows us to steer a precise, measured use of digital technology, never imposed, to learn about digital and with digital, through 3 key commitments:
Handwriting and reading on paper will always come first. Digital tools come as a complement, like a compass or a protractor, serving the core subjects, certain uses and, where possible, students’ comfort.
e use digital tools at chosen times, only when they bring proven pedagogical added value (based on CNESCO recommendations): differentiation, assessment, interactivity and creation.
With 85% of the jobs of 2030 not yet in existence, it is no longer just about training for a job, but for the future:
Decoding how the digital world works in order to master it (misinformation, harassment, AI, screen time).
Using technology to learn to create, collaborate and adapt to the challenges ahead, like the Maker Games, our annual coding competition, twice awarded internationally.
through podcast, 3D printing and robotics projects and screen-free time, to exchange, discover and explore, as with the “L’IA et moi(s)” programme.
Taking Back Control
As Najat Vallaud-Belkacem, President of EDC’s Scientific Committee, points out in her book Sevrage numérique : Enquête sur notre rapport aux écrans et comment nous en libérer (Digital Withdrawal), our habits have been upended: 50 hours a week in front of our screens, and a single notification can steal 20 minutes of concentration. Apps are designed to keep us hooked (autoplay, infinite scroll).
Faced with this, banning digital technology at school would be a mistake. It is essential to distinguish recreational use from educational use: what we do in class is not the same digital environment as the one at home.
In short, this is what we are building: a reasoned digital education that teaches students not to be passive users of technology, but lucid and autonomous actors.
Because digital technology, used well, deepens learning and nurtures what makes us human: curiosity, critical thinking, the ability to innovate and to keep learning throughout life.
We are building a school that protects screen-free spaces and works hand in hand with families, so that technology remains a healthy, well-managed tool.
Educating today means preparing students to thrive in tomorrow’s world
That is the meaning of Numérique Humain EDC: reasoned, practical and useful technology, serving human intelligence.
