Читать книгу Perceptions and Analysis of Digital Risks онлайн

24 страница из 61

This leads us to examine the conceptions of digital technology among this new generation of teachers and the status they grant to digital literacy. In this chapter, we propose characterizing different types of digital risks and subsequently compare them with the perceptions of teachers at the beginning of their career. The objective is to understand how these representations around the notion of “digital risks” can be a brake or a lever for educating young people about digital issues.

This text builds on the research of the eRISK project, Digital Risks and Education 2.0, which was conducted between 2016 and 2019 with the support of the Maif Foundation.

First, we will define the notion of “digital risk” and characterize the diversity of risks that may correspond to this notion. We will then see which risks school faces with digital technology. We will then present the methodology used to collect the representations and declared practices of new teachers regarding these risks. Finally, a third section will be devoted to the analysis of the teachers’ representations and practices and to a reflection on the impact these have on the education of students in the digital world.