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Through testimonies, we can experience the complexity of this subject, the impact of depictions of digital risks and the role they play on emotions: fear of wrongdoing, fear of not knowing how to teach digital literacy, fear of generating problems for students or of encountering problems with students themselves.
1.4.2. When perceptions of risk freeze practices
For a large majority of teachers, digital technology is not just dangerous. Many of them perceive the pedagogical advantages of certain practices with students, but do not necessarily follow through for various perceived reasons: the procedural heaviness of complying with institutional expectations, a lack of resources, meaning that not all students can use the technology and a lack of time to respond to all the ministerial injunctions in the first years of practice (program, education, training, etc.).
Generally speaking, digital technology in schools is also synonymous with promises that are proclaimed and not always kept:
What intrigued me is that the theory is great but the practice is quite complicated, because in fact we don’t have the means on site to implement what we would like to be able to do (fourth-grade schoolteacher, 23 years old).