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We have chosen to focus on one category of teachers: that of new teachers with less than three years of experience in the profession. This choice seems judicious to us for several reasons. First, it is plausible that this new generation, which has grown up with digital technology, could be the bearer of a new, more realistic view of digital technology, against the idea of a certain utopia that the Web initially embodied for many. Secondly, teachers who are starting out in the profession are committed to meeting institutional expectations and are therefore expected to carefully consider the official texts that promote this education in and through the digital world. Thirdly, teachers who are just starting out have high expectations in terms of training and are likely to bring to light shortcomings and needs, thus leading to a re-evaluation of teacher training.

The survey conducted as part of the eRISK project took place between 2016 and 2019. Based on the typology of digital risks presented above, the survey explored the reported representations and practices of new teachers. The survey questionnaire, entitled “Enquête sur les pratiques numériques des enseignants” (survey on the digital practices of teachers), was distributed to all elementary school teachers and secondary school teachers, as well as principal education advisors in the academies of Bordeaux and Créteil, regardless of their seniority level. A total of 3132 teachers felt that this survey concerned them, and they responded in full. Among these 3132 respondents, 724 teachers were new teachers (i.e. the target of the study). We therefore analyzed the responses of these new teachers exclusively, with the idea of also being able to compare these results with those of more experienced teachers. This work is not covered here and may form the subject of a subsequent analysis.