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Great attention is paid to the educational value of Digital Work Spaces (ENT). However, the use of ICT in French secondary education prompts us to analyze the non-use of ENTs. The main question is to know in what way the ENT do not take into account the pedagogical relations to rethink the school form? The objective of this research is to analyze the reasons for not using ENT. The methodological approach is inspired by the typology of Daguet and Wallet (2012). By reviewing the question and exploring the responses provided by 850 teachers from 105 public secondary schools working with ENT in the academies of Grenoble and Clermont-Ferrand (France), it turns out that nearly 42% on average do not use ENTs. The same logic of non-use is evoked: Dysfunction, inaccessibility, incompatibility with the school environment. Almost all of those who do not use are opposed to the digital textbook which does not aim to achieve success for all students; it's a duplication and they take time to adjust.