Glose is a digital tool designed for the French language classes. Defined by its creators as “an enriched reading interface where students and teachers can read, annotate, discuss, and share selected texts”, it would allow students to read more (because of the appeal of the screens to teenagers) and better (because of the facilitated interactions between students and between students and teachers through the creation of a reading group for the class). To find out to what extent these promises were being fulfilled, we conducted a study with a group of about 20 teachers who were testing this tool (location). From case to case, teachers aimed for either distanced reading or involved reading, or to reconcile these two readings. Through the comparative study of two cases, we will show that whatever the teacher’s aims, he or she can only achieve them if he or she rethinks all the components of the didactic contract usually practised in relation to the tool. Otherwise, it would turn out that the interface is more of a hindrance than a support.