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Figure 1.3.

Official texts are also understood in different ways by different people. The level of teaching can have an impact on the representations of what is valued or not valued in teaching. Among those who attempt this venture, there is often a feeling of not being supported by the institution, which gives too few means (equipment, time) to allow the achievement of the requested objectives and imposes too many constraints (school programs, locking certain sites, etc.).

The feeling of belonging to a digital native generation appears to be a lever for teachers who feel better able to transmit and share their know-how.

On the other hand, some of them do not consider digital technology as part of their role as educators and neglect both assistance for its use and the critical approach that underlies digital literacy:

I know that in history and geography they will do this much more because the subject lends itself to it and then they have the teaching of EMC (moral and civil education) where they… often they will lend themselves to it. It’s true that I consider that the students currently handle computer tools much better than I would, insofar as they have access to them […] But I’m not going to teach them how to use them (math teacher in a senior high school, 31 years old).