In France, a recent decision (Bulletin officiel du ministère de l'enseignement supérieur et de la recherche of February 3rd, 2011) defined a new framework for C2i2e, the French information and communication technology (ICT) competency standard for teachers. We present a study that investigates the organization of C2i2e in authorized universities in order to provide an overview of the uses of digital technologies that have been developed, of the characteristics of pedagogical devices and practices, and of the difficulties that have been encountered. The purpose of the present paper is to advance our knowledge of what ICT certification can introduce into universities and on the goals universities have for teacher development. Empirical research data were collected using a method that combines quantitative and qualitative approaches. A questionnaire was sent to all of the authorized universities twice: at two months and again at eight months after the beginning of the experimentation. The results of these questionnaires have allowed the construction of a reliable overview. Interviews were conducted at six universities selected after reviewing their requests for authorization to issue the certificate. In the present paper, a single case study is carried out to illustrate some of the underlying tensions and logics typical in the group.
