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Most of the new generation currently entering the teaching profession are “digital natives” (Prensky 2001), native to the Internet and digital tools. This generation uses digital technology on a daily basis to connect, communicate, inform themselves, entertain themselves, etc. These practices developed in the personal sphere are then likely to have an influence on their perceptions of digital technology and on their teaching practices with students.

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.