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For Vincent Liquète and Benoît Le Blanc (2017), a “shift from comprehension to use or even manipulation” occurred between the 1970s and the 2000s with the arrival of digital technology in schools. Whereas audiovisual and radio technologies were established in schools from a comprehension and critical perspective, the integration of digital technology seems to be based on the need for technical mastery of these tools. This new approach could therefore run the risk of reducing students’ ability to understand, analyze and criticize these information and communication technologies and their uses in society. The authors note a diversity in the ways in which teachers have appropriated and invested in digital technology over the course of this decade:

[There is] the “prophet” teacher singing the praises of technologies and, more recently, the digital environment, the “sales” teachers wishing primarily to link the school to market trends and employability issues, the “activist” teachers proposing alternatives especially via freedom and the common good, and the “innovator” teachers claiming that digital technologies drive creativity and new ways of doing things (Liquète and Le Blanc 2017, p. 11).