Abstract
This contribution reflects some practices of teachers in digital working environments; it reveals the underlying reasons for their choices. Semi-structured interviews were conducted by a group of researchers. The results show that the high school teachers studied have a contrasting approach to new digital environments to which they must gradually adapt. They explained the impact of these technologies on their professional activity and identified potential problems. The analysis of their remarks highlight the feeling of a change, more or less accepted, at the heart of their profession. The study reveals clearly the logic and strategies deployed in a school; it improves the understanding how each teacher tries to find, negotiate, and claim their rightful place and gives meaning of their professional activity.