Institutional Approach and Technological Integration in Higher-Level Teaching 
This article analyzes a case of technological integration from the perspective of an institutional approach. Based on online training, this action research allowed the author to compare, between two French engineering schools, the use of instant messaging and email. The results demonstrate quantitative and qualitative differences between the institutions. The history, ideology, and practices of the institutions appear to lie at the root of the differences observed. If, today, the teacher lies at the centre of technological integration, the institution appears to have a significant role to play in changing practices.