Читать книгу Perceptions and Analysis of Digital Risks онлайн

56 страница из 61

On the other hand, those who feel that digital risk information is over-represented feel much less of a need for training. In fact, 69.2% of them do not want any particular training. On the other hand, 72.9% of those who consider that information is insufficient request training. Two hypotheses can be put forward to interpret these results. On the one hand, the fact that some teachers have a well-developed information culture may influence their sense of self-efficacy. The fact that these teachers know where to find information gives them the sense that they are able to deal with risks when needed. On the other hand, it can be hypothesized that teachers who feel the weight of media discourses on digital risks instead seek to avoid them. Thus, training on digital risks may be seen by some as counterproductive to practicing digital skills with students.

However, we can see that the more teachers feel that the risks are important for their students, the more they express the need for training. Thus, the nuance lies in the reception of the discourse on risk: while some will consider that the risks are high and require expert skills to deal with them, others will consider that the risk exists but that it remains moderate in their context and that they will be able to manage it.