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Our hypothesis is that another mode of investment in digital technology by teachers has emerged in recent years in the face of perceived dangers for students or for the teacher themselves: that of renouncing any desire to integrate digital technology into the classroom, on the grounds of the risks incurred with respect to families, a feeling of incompetence or a certain moral code. This hypothesis led us to investigate in order to better understand teachers’ feelings about these topical issues.
1.3. Questioning perceptions of digital risks among new teachers
1.3.1. Why was this target audience chosen?
Most of the new generation currently entering the teaching profession are “digital natives” (Prensky 2001), native to the Internet and digital tools. This generation uses digital technology on a daily basis to connect, communicate, inform themselves, entertain themselves, etc. These practices developed in the personal sphere are then likely to have an influence on their perceptions of digital technology and on their teaching practices with students.