The already important gap between the digital practices of pupils and those of teachers seems to be widening. Indeed, while young people’s digital practices tend to be playful and communication orientated, teacher practices rely on global technical skills and cross-field know-how (Baron & Bruillard, 2001). Our findings suggest that in France some prospective teachers, like their prospective pupils, have digital practices derived from a primary knowledge acquired through growing up in a digital-technology-rich childhood environment. Yet unlike their prospective pupils, these prospective teachers have also gained other forms of digital practices and a digital culture that draws on secondary knowledge.