The purpose of this study is to examine the evolution of personal video projection usage in high school French class as part of students’ analytical reading. This evolution starts from my first slides, which date from 2007 and have proven to be very lecture-oriented and simply complemented my instruction, and engendered insufficient interaction with the class. I then chose to build slideshows in the class, with the students, negotiating through dialogue analysis we had written together. Finally, two years ago, thanks to the collaborative tool Padlet, I increased the effective participation of students, starting from their spontaneous thoughts, which were registered directly on the collective board around the studied text. These different uses of video-projection were thus accompanied over the years with a complete reversal of my teaching posture, moving from « face to face » to « side by side ».