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Those who act in a digital environment operate on different beliefs and hypotheses. They concern the conditions of use and the perception of possible perils. The contributions in the book focus on the perceptions and postures involved in professional and/or learning activities, on the perceptions of the actors involved in learning and teaching activities. It is described by teenagers as “a big scary nebula” (Cordier op. cit.). For some, the risks can be considered as negative or potentially dangerous effects of informational mediations: for others, the digital environment offers a resilience to risk. The attribution of the amplification or reasoned treatment of risks to digital technology calls the meaning of education into question. But are we speaking the same language? A report published in 2008 by Christine Dioni6 entitled “The student’s job and the teacher’s job in the digital age” emphasized the issues of discrepancy between the perceptions of students and those of teachers, as well as between the perceptions and reality of practices. The student’s mirror is the “school’s” perceptions of digital technology, which do not necessarily correspond to those of their peers. The expression of teenagers’ experience becomes a driving force for the necessary reflexivity for practices. The teachers themselves keep personal practices and professional practices at a distance7. Perceptions of the digital world and its uses are thus linked to the informational experience.