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The educational context, between mediations and practices, creates a particular tension. In the relationship between teaching and learning, education encounters the risks brought about both by technological and social transformation and by human activities that have moved or developed in the digital world. How can we escape a paradoxical and antagonistic culture, between the need for digital technology to teach and learn on the one hand, and on the other, an overvaluation of the risks that would problematize its use? How can we build a “learner” autonomy? How can we compensate for the ethical fragility of digital technology, which seems to escape older paths of knowledge? How do teachers (and students, in their “profession”) reconcile their personal and professional practices (Capelle op. cit.)? How can the desire to teach turn into the risk of teaching (Cordier 2017)?⁴ These questions, and others, lead us to a dialogue between practice and research in this book.

How do we represent risks in our minds? The “existence” of risk can be split up into the real danger perceived and the representation we have of it. Between real and perceived risks, real and imaginary, for all the actors – in this case, teachers and students – the risk incurred (factual aspect) is as important as the perception of the digital “cause” linked to it. The postures engaged find their reason: avoidance, risk literacy, the staging of activities that ensure awareness (fact-checking), reflexive practices, etc. All of the actions undertaken, the literacy of the risk and the awareness of the “cause” of the risk, have to be taken into account. All of the actions undertaken, and the articulation of risk, are based on a perception that contributes to its reality. Representations thus play a strategic role in prevention and in the capacity of individuals to conceive and define risk. The meaning given, what “we think we are doing” (in the sense of Bruner⁵), brings together the inner and outer facets of the situation. The perception of risk does not necessarily conform to its reality; but it is the reality of the action it supports. The representations (individual and shared subjectivation) interfere with the uses as much as those which construct them. The represented mode belongs to the work; it becomes a critical point. Articulated with reality, integrated with a reflexive thought, the perception of the risk becomes a lever for our practices.