<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Giving meaning to the use of tools: some elements of discussion about ICT in the French curriculum of technology education</style></title><secondary-title><style face="normal" font="default" size="100%">27th PATT Conference</style></secondary-title><short-title><style face="normal" font="default" size="100%">Giving meaning to the use of tools: some elements of discussion about ICT in the French curriculum of technology education</style></short-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2-6 December</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Waikoko University</style></publisher><pub-location><style face="normal" font="default" size="100%">Christchurch (New-Zealand)</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">French school gives an important place to ICT-based environments. All subjects are concerned, and, specifically, Technology Education (TE). The aim is to develop the understanding about these technologies (and their social impact) and to give competencies to use these modern tools. Evidently, the link between understanding and abilities depend of the meaning gives to the educational situations proposed to the pupils. If we analyze this, we can define which kind of knowledge pupils need to use computer, to search information and to use it. This analyze need to pose the question of the references to this knowledge and to these skills. According with ergonomic studies as we can find in the recent psychological investigations, the problem is posed in terms of appropriation by the subject of a tool. We know that this process supposed to integrate a procedural process (how to use this tool) and a meaningful process (why I use this tool). We also know the weakness of the learning based on the operation control (because, it concerns only the procedural process). This question is essential if we want to imagine school situations that allow pupils elaboration of operational tools they master, notably about the significant knowledge they need to give meaningful to their practices. The aim of this paper is to introduce this discussion through two relevant situations, analyzed from the viewpoint of the teaching-learning processes.</style></abstract><custom1><style face="normal" font="default" size="100%">Christchurch</style></custom1><custom2><style face="normal" font="default" size="100%">2013</style></custom2><custom3><style face="normal" font="default" size="100%">27th PATT Conference</style></custom3><label><style face="normal" font="default" size="100%">INV</style></label></record></records></xml>