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We note that these teachers very often evoke the practice and the manipulation of the tools by completely omitting the educational and cultural approach related to the digital environment:

This approach to the use of digital tools is not yet something that is extremely valued from the point of view of entrance examinations to engineering schools (physics and chemistry teacher in a senior high school, 30 years old).

The training of students with digital technology even seems to be part of a prestige scale for teachers, in this case at the bottom of it, compared to what can be taught in the school curriculum.

Some teachers even consider that specific courses on digital uses should be given, and therefore almost excluded from the scope of their duties, in their view:

I really deplore the fact that computer science is not a separate subject in France. Separated from technology, I mean. Or that there are many more hours of technology and therefore many more teachers and that there is a part exclusively on computer science (English teacher in a senior high school, 37 years old).