Conditions for beginnings of Professional use concerning digital technologies in éducation

Many researches have underlined the difficulties linked to generalizing the implementing of Information and Communication Technologies in education, in a context strongly influenced by institutional injunctions. This article examines the beginnings of professional uses concerning digital technologies among teachers, and tries to analyze the conditions and constraints influencing these usage. The data-gathering is carried out in the field of teachers’ training and cross-checks the results of two research studies, which bring further data. A third research study is also used to put the results into perspective. The assumption made is that the relationship to change and the social representations of the subject are factors that influence the decisions implement digital technology in teaching. The analysis conveys another explanatory dimension of the choices: the players seem to be caught in a paradox linked to institutional decisions and orders.