It is a question of identifying the declared digital uses of French secondary school teachers in France. Based on the analysis of a questionnaire distributed to about 100 teachers, the study shows that digital uses are very important both in private, and in professional practices, with the former sliding towards the latter. In addition, it can be seen that professional use is essentially in the didactic design phase, and that, in classroom practice, teachers mainly rely on the presentation of resources via video projections. Finally, the reading session seems to be particularly affected by these new practices, in particular by the « surrounding texts », documents presented around the text studied, which leads to a « multimodal and composite » classroom session.