Abstract:
Is the public service status of higher education sufficient to guarantee that the innovation under way is more at the service of pedagogical innovation than at the service of economic interests? It is therefore essential to ask the question of the meaning of the transformations: is it a question of reinforcing a classical transmissive pedagogy or are we witnessing the development of another paradigm of constructivist and interactionist reference? According to the universities, the changes take place in heterogeneous configurations. It is perhaps on the implementation of these systems that success depends: we cannot do without educational engineering that is part of the complexity. It considers macro-educational dimensions (policy, goals), system and micro (resources and writing, learning). This paper deals with how information and communication technologies (ICTs) can support learning within the new constructivist pedagogical paradigm. we will examine the different ways in which ICT can positively influence the motivation of learners and teachers.
