This paper is about multimodality in learning contexts. Being transdisciplinary, the term “multimodality” has acquired a plasticity and diffusion, which calls for some clarification as to the meaning we will give it. We continue with the study of classroom videos recorded in France, and analyzed from a multimodal perspective. This paper, which draws from a dual theoretical tradition (gesture studies and anthropology of communication), will finally examine the effect of the integration of ICTs on the multimodal teaching action, and in particular on its proxemic behavior. We will see how the use of the over-head projector, despite its pedagogical value, seems to restrict the teacher’s proxemic behavior and therefore the building of an interpersonal relationship with her students. The conclusion will put in perspective our results and the gaps in teacher curriculum in the field of multimodality.