**Abstract**

There are several non-formal learning experiences related to the use of computer technologies. Tunisia presents one of these experiences that merits study. I have devoted part of my research to this matter, non-formal education. In this chapter, I have studied the experience of the computer-oriented centers for children. The study was conducted in the educational year 2002–2003. The importance of the data in this study remains reliable to this day. The goals of this chapter is to examine (1) the impact of elements of non-formal learning situation to the informatics project realized by children in its centers, and (2) the impact of the problem situation to social reality shaping, and (3) the impact of the use of computer technology in a learning situation that is different from the formal learning. I consider that a careful constructivist analysis is required to achieve this objective. The results show that an organizational context that operates according to a logic in which social knowledge is interconnected. So, to attain these results I proceeded with an ethnographic approach. I observed 60 children in 67 sessions; each session lasted 1h: 30 mn. I analysed interactions between children and between children and their educators, its are the product of a cognitive and affective commitment, that oriented by the principle of reciprocity.

**Keywords:** non-formal learning, pedagogy, strategy, child, computer, technology, informatics, interactive competence, ethnography, situation, context, socio-cognitive, negotiation, socialization

## **1. Introduction**

The topic of learning invites us to think about schools, colleges, and universities; what is called formal learning. But learning is very large than this signification. It recovers different fields, like, informal and non-formal learning. In Tunisia, this diversification of learning framework had a long time, experiences have started since 1964s when the youth, childhood and sports affairs secretary has implemented the first non-formal institution [1–3]. Throughout its history, this educational experience has been impacted by the factor of technological innovation. In 1996, child-oriented computer centers were created [4].

These centers offer computer training (informatics, multimedia, internet, technical maintenance...) to children aged between 5 and 15 years. I studied this experience in my doctoral thesis that I obtained in 2006 at the University of Tunis, and one of the dimensions I studied was the ethnographic analysis of the non-formal learning situation. I'd like to say non-formal learning each activity of learning organized as elective after-school time or extra-curricular activities or even scholar vacancies [5–7]. I'd like to mention that the results of this study remain reliable to this day. To my recollection, there has not been a similar study in the Tunisian context in this degree.

The empirical work allowed us, to follow how the social dimension intervenes in the elaboration of the cognitive and to see the relationship between cognition and social configuration [8]. Focusing on this reciprocity helps us to better understand the impact of computerization on learning and the context of training and education [9].

The reciprocity marked the experience of these institutions and allowed them to acquire a learning identity that went beyond the conditions of activity in the non-formal context (framework of leisure/free time), without coming close to the determinants of formal teaching practice. I am facing a different model of leisure/free time institution that gives a non-certifiable but solid training service to attract children.

The diverse presence of the variable Computer-Culture in the daily life of children reveals a diverse presence of the spaces created to accommodate them. Although, studies are abundant which relies on this, problem and remains unexplored as required by the acceleration of the changes experienced in this period of history where the world has become a de-compartmented and inter-accessible space.

In this study, I adopted a social constructivist paradigm [10–14] for understanding how children can use experiences in informatics, multimedia and internet and other activities non-formal learning. This framework enables us to understand how interactions emerge in a situation where children are using computer technology, and how children's behavior reflects interpretative procedures, how this reflective process is progressively internalized the norms, habits, expectations, abilities, and understandings of community of practice become part of the identity of individual [15, 16].

My approach is socio-cognitive, aiming to identity the change achieved in spaces of socialization [17–19]. How does the child's social world (People, Objects, Symbols) appear through the process of constructing the reality of using the computer tool?

## **2. Aims of the study**

This chapter aimed to gain understanding:

• The impact of elements (program, educator, children, informatic technology) of non-formal learning situation to the informatic project realized by children in child-oriented computer national centers (CNIPE/ COCNC) in Tunisia.

*The Learning Situation in the Computer-Oriented Centers for Children in Tunisia… DOI: http://dx.doi.org/10.5772/intechopen.101736*


## **3. Research design**

#### **3.1 Research method**

The methodology framework is based [20–23] on the ethnographic survey. I used a grid to observe the learning situation and consider the learning situation in which children obtain knowledge and skills in the computer field. The training location was equipped with computers and organized in a semi-circle where computers are adjacent to the wall and the screens face the center of the room or as a classroom. A blackboard is placed in the middle of the classroom. This is a space of negotiation where each child or group of children presents their work in form of computer production to peers and jury.

#### **3.2 Sample**

The research groups of my study were formed by children who had to participate in the session of training that planed from Mars 2002 to December 2002. Each session has been formed by children between 9 and 14 years old, which was been distributed among the training rooms according to the training modules. The average number of children in each group is about 15. So, I observed 60 children in 67 sessions; each session lasted 1 h: 30 men; hence the total number of hours of observation is 100 h 50 mn. The program has been determined according to the following calendar:


The sample of this work was complex. Its complexity comes from the complexity of the social reality. Since my research is comprehensive, I focused on the quality of the information I received. So, the essential thing was to respect the principle of saturation and the principle of diversification and the principle of repetition [24].

#### **3.3 Analysis and evaluation of the data**

The ethnographic description of the learning situation allowed to follow up in detail the children's use of computers (actions and practices). The children's actions in such a situation should describe:


All observations were related to the educational period 2001–2004. I used the following observation framework:
