"Digital culture" is used mostly to refer to the skills and practices of the youth in a society marked by digital and networked information and communication technology. We propose to substitute this narrow definition with a more holistic view according to which, digital culture is not reduced to youth or digital technology but pertains to all the elements that define our culture in this digital age. It is the school's responsibility to guarantee the right to education to everyone so that they are well prepared for their social and professional lives and be able to exercise their citizenship. To be able to fulfill this duty, the school must integrate the determinants of the digital culture while elaborating its policies and their expression, in both its discourse as well as its action. The indicators available show that this encounter between the School and the digital culture turns out to be tumultuous. This report strives to propose an epistemological and methodological approach to apprehend these issues from a cultural perspective which make it possible to take into account the views of various actors. In order to do so, two theoretical propositions are put forward. The first one seeks to realize the genesis of individual uses of digital technology in order to situate it in the interaction between the individual and the collective cultural bedrock. It shows how the cognitive process of instrumentation is renewed in a space formed by analogy with the proximal zone of development of activity theory. The second proposition aims to reveal the processes by which the digital technologies contribute to the evolution of our culture and the role that they play in the dynamics of acculturation observed in the educational field. To do so, it uses a matrix approach that cross tabulates the records of technological mediation with the dimensions that characterize the culture.
Digital acculturation and instrumental mediation. The case of French teenagers.