Patrice Cuperty’s thesis, L’appropriation du numérique par les enseignants du second degré – Une analyse de l’activité en classe de deux enseignantes membres du réseau Ludovia, examines how secondary school teachers use digital tools in the classroom. The study was presented in July 2026 as part of the Master 2 Sciences de l’Éducation et de la Formation at the University Toulouse – Jean-Jaurès. It focuses on the practical use of technology in teaching, observing two experienced teachers who are members of the Ludovia network. Ludovia is an annual event that has been bringing together teachers, researchers, local authorities, and educational technology experts for over twenty years. It encourages informal exchanges, peer-to-peer learning, and the free sharing of ideas. The network offers a supportive community for teachers who may feel isolated in their schools, helping them to share and adapt teaching methods. Cuperty’s research looked at the actual classroom practices of teachers, not just their verbal descriptions of teaching. He observed one teacher teaching French in a middle school and another teaching history-geography in a high school. His method involved filming a lesson and then reviewing the footage with each teacher in an interview to better understand their real concerns and challenges during teaching. The study found that a wide range of digital tools, including generative AI, ENT (school information systems), Digipad (an interactive platform), tablets, smartphones, computers, projectors, QR codes, group formation software, and digital timers, were used in the observed lessons. However, the teachers’ main concerns were not about the tools themselves but about students' work, group dynamics, time management, and ensuring that students completed their tasks. Digital tools were used alongside traditional items like instruction sheets, dictionaries, Bescherelle (a French grammar reference), plastic folders, baskets, and handwritten work. The teachers did not choose between digital and non-digital tools but instead used a mix of resources to support their teaching. The study also noted that digital tools can create their own challenges, such as the need to be familiar with multiple operating systems, deal with technical issues, and work around equipment limitations. One teacher, for example, used a mechanical timer instead of a digital one due to technical constraints. Cuperty’s findings suggest that experienced teachers have integrated digital tools so seamlessly into their practice that they no longer dominate their attention. For less experienced users, however, a significant part of their time may be spent learning how to use the tools. The study also highlights that Ludovia does not have a unique "effect" on teaching, but it plays an important role in fostering a professional community where teachers can share and develop their own approaches. One teacher described Ludovia as "the classroom I choose for myself." The research supports earlier studies that suggest digital tools, when used in isolation, may not have a major impact on teaching. Instead, it emphasizes the importance of integrating these tools into a broader pedagogical approach. While digital tools are present in the classroom, they are not the main focus of teachers’ concerns. Only when they are used naturally and effectively in teaching practices do they become true pedagogical tools.