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And those who try the experience do not necessarily do it again:

We had worked on the method and so on, and then the computer system crashed, as they say, so we lost all our work, but for me it is not only the technical aspect that slows everything down, but actually the procedural and almost institutional aspect too. We are asked to operate in a very precise way that does not necessarily correspond to the reality of the field and the needs of the students. Nor to the needs of the teachers either, for that matter (English teacher in a high school, age 25).

However, beyond operational constraints and feasibility for implementation, risk perceptions also influence the frequency that digital media is used in the classroom, as expressed by this mathematics teacher, who feels that it generates social inequalities:

Everything that concerns the use by the students is excessively time-consuming, it requires an enormous amount of preparation time for an unsatisfactory result. Or else, for it to be satisfactory, it would have to be the only thing done, and this is absolutely impossible in terms of resources, in terms of time and in terms of interest… there are many disparities. Because the students don’t necessarily have access to a computer at home, they don’t necessarily have access to the Internet... and the work is not necessarily important enough for them to do it on their own (math teacher in a senior high school, age 31).