Future secondary teachers’ beliefs regarding student digital skill
Responding to a controversy in the literature about the digital skill of digital natives, this exploratory qualitative study examines the beliefs of future high school teachers regarding students’ digital skill. Interviews were conducted with 36 participants from three Quebec universities and subjected to thematic analysis. The results uncover that these future teachers consider digital skill to be generally poorly developed in secondary students, in its threefold technological, cognitive and ethical dimension. Building on other empirical research, the study contributes to nuancing the “discourse of the obvious” on students’ digital skill and to enriching the structuring of a sociocritical approach to digital technologies in education.