The aim of this article is to characterize the adoption and use of the main information and communication technologies (ICT) by higher education teachers in France. The authors questioned 615 lecturers, via Internet, on their daily use of ICT for educational purposes. Based on the results, they calculated scores for the intensity of ICT use, and distinguished between the various types of use (communication, information and coordination/collaboration). This enabled them to characterize the first and second level digital divides for a population with a high level of education.
