https://doi.org/10.59654/y31kpr60

Use of digital work spaces by primary

teachers in France

Uso de espacios digitales de trabajo por maestros

de enseñanza primaria en Francia

Abstract

The study presents an analyze of implementing the PrimOT platform as a digital workspace in the Central France

academic region. The methodology employs a mixed-methods approach, including administering a questionnaire

to primary school teachers and conducting semi-structured interviews with school principals. The results offer insights

into the level of interaction with the platform, as well as perceptions and satisfaction, the use of digital tools for lear-

ning, and PrimOT's impact on various aspects of the educational environment. The study concludes that PrimOT has

been widely adopted by teachers, effectively integrating into daily teaching, and learning routines. However, areas

for improvement and challenges are identified to maximize the platform's potential in response to the evolving needs

of the educational setting.

Keywords: educational technology, teacher, primary education, learning.

Resumen

El estudio presenta un análisis de la implementación de la plataforma PrimOT como espacio digital de trabajo en la

academia de la región central de Francia. La metodología utilizada se sustenta en la perspectiva mixta de la inves-

tigación social, mediante la aplicación de un cuestionario a maestros de escuelas primarias y de entrevistas semi-

estructuradas a directores educativos. Los resultados permitieron comprender el nivel de interacción con la

plataforma, así como la percepción y satisfacción, la utilización de herramientas digitales para el aprendizaje y el

impacto de PrimOT en diversos aspectos del entorno educativo. Se concluyó que PrimOT ha sido ampliamente

adoptada por los maestros, integrándose de manera efectiva en las rutinas diarias de enseñanza y aprendizaje. No

obstante, se identificaron áreas de mejora y desafíos para maximizar el potencial de la plataforma, según las nece-

sidades cambiantes del entorno educativo.

Palabras clave: tecnología de la educación, profesor, enseñanza primaria, aprendizaje.

How to cite this article (APA): Schneewele, M. (2026). Use of digital work spaces by primary teachers

in France. Revista Digital de Investigación y Postgrado, 7(13), 25-44. https://doi.org/10.59654/y31kpr60

Manuel Schneewele*

National Higher Institute of Teaching and Education, Centre Val de Loire, Research Team on Con-

texts and Actors in Education, University of Orléans, Orléans, France.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Introduction

The adaptation of educational systems to digitalization has been transformed into a central axis in

today's society. In that sense, diverse countries and organizations allocate programs and budgets to

equip schools with devices, connectivity, and digital educational platforms. In the case of the European

Union, the Digital Education Action Plan (2021-2027) is adopted, an initiative aimed at a high-quality,

inclusive, and accessible digital education that has as its object to support the adaptation of education

systems to the digital age (European Commission, 2021).

Due to the global confinement originated by COVID-19, the work environment and daily life are in-

creasingly linked to digital tools. It is thus how the massive use of online educational platforms impacts

and integrates into the daily work of different educational actors such as teachers and students. The

above implies not only having the necessary infrastructure, it also requires a better capacity to navi-

gate, understand, and effectively utilize technologies.

As part of the digitalization of education in France, the Digital Workspace (Espace Numérique de

Travail) is introduced to modernize pedagogy and school management tools. Its implementation, in

the French educational system, in the year 2020, responds to a superior level of digital education, in

that it promotes opportunities to modernize the management and organization of educational ins-

titutions. The definition of the term alludes to “an ensemble intégré de services numériques choisis et

mis à disposition de tous les acteurs de la communauté éducative d'une ou plusieurs écoles ou d'un

ou plusieurs établissements scolaires dans un cadre de confiance défini par un schéma directeur et

par ses annexes” [a set of chosen digital services made available to all actors of the educational com-

munity of one or more schools or one or more educational establishments within a trusted framework

defined by a master plan and its annexes] (Ministère de l'Education Nationale et de la Jeunesse. Di-

rection générale de l'enseignement scolaire, 2024). In practical terms, it can be conceptualized as

an integrated digital platform composed of communication and collaboration services, information

and documentation, support for student life, pedagogical and educational production, as well as

other useful services.

The digital workspace is also denominated, by the academic community, as a digital educational plat-

form. Both terms are framed within the process of educational digitalization, allow the development

of new forms of school organization and management, update pedagogical strategies and practices

in the classrooms, in addition to promoting the relationships between educational structures. In relation

to the above, diverse studies focus their analyses on the incorporation of digital contexts into educa-

tion, attending to their use by students (Jiménez y Fernández, 2021; Rivera et al., 2024; Velasteguí,

2019; Flores y Meléndez, 2024) and their employment by teachers and professors of different educa-

tional systems (Barragán et al., 2024; Chávez, 2021; Mujica, 2020; Chugh et al., 2023).

On the other hand, Jacovkis et al. (2022) explains how the adoption of educational digital platforms

influences the family sphere. The introduction of digital workspaces into the French educational system

constitutes a support for the relationship between the school and the family. In this manner, it aims to

strengthen the cooperation between parents and the school in the territories, involving the family in

school life. On the other hand, it seeks to improve the communication between the institution and

the parents, in a context of trust and transparency. In that sense, the security and confidentiality of

the handled data is guaranteed by applying the General Data Protection Regulation of the European

Union (Conseil européen, 2018).

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Uso de espacios digitales de trabajo por maestros de enseñanza primaria en Francia

The implementation of digital workspaces in French academies is realized and financed by the local

authorities, who offer personalized accompaniment to the users. Said digital tools promote a discourse

of change centered on the potential benefits of technology. According to statistics from the Ministry

of Education, more than 90% of public colleges and lycées currently count on a digital workspace,

which represents an increase with respect to the year after its implementation. Nevertheless, its in-

corporation in primary schools is progressive but limited (Ministre de l'Éducation nationale et de la

jeunesse, 2023).

As has been expressed previously, digital workspaces have generated a change in the practices and

relationships among the actors involved in the school context. In that sense, this investigation yields

as principal results an analysis of the utility, the usability, and the acceptability of the digital workspace

by primary school teachers. It is considered that these spaces can create links among their users, in

addition to being a source of pedagogical innovation and facilitating co-education. The idea that they

can facilitate access and communication with a distant public is also highlighted.

Another of the investigation's results is to determine the impact of educational digital platforms on

diverse aspects of the educational environment, as well as the challenges in the implementation and

adoption of these technological tools, from the perspective of primary school administrators. Despite

the possibilities offered by educational digital platforms, discrepancies persist between the institutional

discourses, the platform designers, and the perceptions of the educational actors.

In correspondence with what is described and based on the review of academic literature, a theoretical

void related to the scarce generation of investigations in French primary education is confirmed, which

examine the uses of digital workspaces as a central piece of contemporary educational systems and

the global educational agenda. In this manner, this inquiry exposes as an objective to analyze the uti-

lization of digital workspaces in primary schools belonging to the Orléans-Tours Academy, located in

the central region of France.

Contextual framework of the study

With the purpose of fundamenting the ideas expressed previously and of situating the reader in the

context where the investigation is developed, a characterization of the Orléans-Tours Academy and

of the digital environment PrimOT is presented. These sections allow establishing the study in a specific

educational context, whose digital policies, institutional structure, and technological resources directly

influence the observed teaching practices. In investigations of a descriptive-interpretative nature, the

comprehension of the institutional and technological framework is key for the rigorous analysis of the

data.

Characterization of the Orléans-Tours Academy

Located in the Centre Val de Loire Region, to the South of Paris and part of the Île-de-France region,

it is one of the thirty academies that compose the educational system of France. Its headquarters is

found in the city of Orléans and has under its charge the supervision and management of the edu-

cational institutions of six cities that integrate the region. The educational supervision includes the im-

plementation of national educational policies at a regional level in primary schools, secondary schools,

and universities. Another of its functions is the management of human resources, above all teachers

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

and administrative personnel, as well as the administration of the budget assigned for education in

its jurisdiction.

The Academy ensures the quality of education through the evaluation of academic results and the

implementation of improvement programs. In that sense, it promotes educational innovation and the

use of new technologies in the classrooms. For this, it provides continuous training for teachers, faci-

litating their professional development and mobility within the educational system.

The students corresponding to the Academy have diverse support services, such as professional and

personal orientation, scholarships, and financial aid. In turn, they have programs for inclusion and

academic success, also adapted for students with special needs.

The themes of the research projects that the Orléans-Tours Academy promotes are related to educa-

tional innovation taking into account the development of modern pedagogical methods, with the in-

tegration of digital technologies in teaching and the promotion of educational research. In this manner,

it plays a crucial role in the educational development of the region, contributing to growth and social

cohesion. Furthermore, it works in collaboration with local authorities, businesses, and other organiza-

tions to promote an education that responds to the needs of the labor market and society in general.

In that sense, it can be affirmed that the Orléans-Tours Academy is a key entity in the French edu-

cational system, dedicated to guaranteeing a quality education, adapted to the needs and challen-

ges of its region. Its labor is framed, principally, in administrative management, support for students

and teachers, and the promotion of educational innovation. Nevertheless, among its challenges

can be cited the rapid implementation of national educational reforms and the maintenance of

educational quality due to budgetary restrictions. Likewise, among the opportunities that the Or-

léans-Tours Academy possesses are the strengthening of collaboration with regional and national

actors, the application of new technologies and innovative pedagogical methods, as well as the

promotion of student and professional mobility programs. The implementation of digital works-

paces, starting from the year 2021, provides a cohesive environment that enables teachers to per-

form their work functions in a more efficient and flexible manner, taking advantage of the benefits

of technology to overcome physical or geographical limitations. These virtual platforms integrated

by diverse tools and computer applications allow, also, collaborative work among teachers and

other actors of education.

The digital workspace PrimOT in the Academy of Orléans-Tours

The digital workspace PrimOT, acronym for Primaire Orléans-Tours, is an online service, under paid

subscription, available in early childhood education centers and in the primary schools that belong

to the Orléans-Tours Academy.

The purpose of its launch, on December 1st, 2021, was to facilitate administrative and educational ma-

nagement, as well as to improve communication among the different actors of the educational com-

munity (teachers, students, parents, and service administrators). Accessible from any device with

internet access, it integrates educational and pedagogical tools and resources. In turn, it offers a

service to families that allows the monitoring of school life and the activities of their children, as well

as communication with teachers.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

Figure 1

PrimOT Interface

Nota: Taken from https://www.primot.fr/auth/login

PrimOT is supported on the Beneylu platform interface, destined principally to communication, ad-

ministrative and pedagogical management in the primary schools of France. In this manner PrimOT

presents as essential characteristics: the organization of classes, the management of schedules, aca-

demic monitoring, the availability of unlimited resources and learning tools, school-family communi-

cation, as well as collaborative work student-student, teacher-teacher. Although it possesses an intuitive

design for users of all ages, it guarantees the security of personal data and the sensitive information

shared by the users. In that sense, the access control manages the permissions so that only authorized

persons can access certain information.

Figure 2

Notebook tool, used to organize the development of the class and the activities of the students

Note: Taken from https://www.snc.recia.fr/interface-et-outils-primot

The users of the mentioned platform are the teachers, the students and their families, the school principals,

the municipal administrators and public establishments for intercommunal cooperation, administrative

structures that promote intermunicipal cooperation to improve the quality of local public services.

According to its user typology, PrimOT differentiates the services it provides: for classes and schools

it makes available textbooks, multimedia content for learning, digital library, class challenges, news

bulletin, school report, activity agenda, and messaging. For municipalities and public establishments

it offers services such as a blog, "parents' corner", publication of municipal information, cafeteria

menus, news, leisure center activities, among others. Furthermore, it provides a media library for sha-

ring documents, account creation, and personalization of the digital space with logos and links to ex-

ternal services used by schools and families.

Figure 3

Instant messaging tool "The Parents' Corner", dedicated to transmitting information to families

and to parent-teacher communication

Note: Taken from https://www.snc.recia.fr/interface-et-outils-primot

Figure 4

Multimedia resources of the platform as support for the different subjects

Note: Taken from https://www.snc.recia.fr/interface-et-outils-primot

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

The implementation of PrimOT has brought diverse advantages to primary education in the central

region of France, among which are cited its ease of use, its intuitive ergonomics, the performance of

work functions in a flexible manner through its dissimilar services, and the security it offers in data

treatment. Some years after its deployment in the Academy of Orléans-Tours, it constitutes an aspect

of interest for the author of this investigation, as it allows them to analyze the uses of this virtual work

platform and establish conclusions about its utility and impact through the criteria of its principal users.

Methodology

The present article is based on the mixed research perspective, by combining qualitative and quan-

titative instruments. Hernández et al. (2014) indicate that "the necessity of utilizing mixed methods is

the complex nature of the great majority of the phenomena or research problems addressed in the

different sciences, represented or constituted by two realities, one objective and the other subjective"

(p.536). On the other hand, a descriptive investigative scope of the research is assumed due to its

most important characteristics among which can be mentioned "theory constitutes a reflection in and

from praxis, attempts to understand reality, deepens the different motives of the facts, the individual

is an interactive, communicative subject, who shares meanings" (Walker, 2016, p.21).

Attending to what is expressed, firstly, the quantitative phase was developed where a questionnaire

directed to the teachers who used the platform was applied. The objective was to investigate the

utility, the usability, and the accessibility of the platform. Subsequently, the qualitative approach was

proceeded with, through the application of a semi-structured interview to administrators about the

adoption of digital workspaces and their specific utilization by teachers in communication with pa-

rents.

Sample

In the research participated a total of 34 persons, belonging to three primary schools of the academy

under study. A quantity based on the acceptance of informed consent and the adequacy to the se-

lection criteria such as:

For the selection of teachers: (a) Level of experience in the use of PrimOT. (b) Quantity of subjects,

areas or disciplines taught using PrimOT.

For the selection of school administrators: (a) Level of pedagogical responsibility (administrator,

academic year responsible, pedagogical coordinator, digital referent). (b) Working in a primary school

belonging to the Orléans-Tours Academy. (c) Experience with the platform for at least one year.

In this manner, the sample was constituted by 23 teachers and 11 school administrators. The selection

of said subjects was motivated by the importance they have in guaranteeing that technology is an

effective and secure tool that supports the educational objectives of the institution. Access to the

sample was realized in a presential and remote manner, without any distinction, utilizing tools inte-

grated by online chat.

Instruments

For the realization of this study was administered, firstly, a questionnaire about the use that the inquired

subjects made of PrimOT. The questionnaire (Annex 1), besides questions concerning professional

data and demographic information, was composed of 14 items in which the informant expressed their

experiences relative to: level of interaction and frequency of use of PrimOT (block 1), perception and

satisfaction with PrimOT (block 2), impact on teaching and learning (block 3), technical aspects and

support (block 4) and security and privacy (block 5). The instrument was applied virtually during the

months of May and June of the year 2022, with the collaboration of educational inspectors from the

Cher and Loiret regions, who were responsible for the technological implementation in the primary

schools participating in the research.

On the other hand, semi-structured interviews were applied to administrators of primary schools. The

guide of the instrument (Annex 2) was focused on the real or perceived uses according to 4 thematic

axes: the students, the teachers, the parents and the school.

The duration of the interviews was between 30 and 45 minutes. The ethical requirements of all research

process were complied with, formalized through an informed consent for the realization and recording

of the interview. Subsequently, the interviews were transcribed literally in their entirety, anonymized

and coded with the software ATLAS.ti, web version. The interviews were applied in the months of

September and October of 2022.

Data analysis

All statistical calculations were realized through the Microsoft Excel calculation processor, which per-

mitted the graphic analysis of the information collected.

For the analysis of the responses yielded by the interviews, the arguments of the interviewees were

grouped and categorized, identifying consensuses and dissensuses. Also, the method of free word

associations was utilized, where the order of appearance of the words and their frequency is analyzed

(Ramírez, 2024). The theoretical foundations of this method evidence discourse as a social practice

based on actions and manifestations of actors. Then, the transcriptions were grouped and the process

of coding was developed taking into consideration the axes defined for each participant (director or

teacher). Finally, the most pertinent collective narratives directly related to the central objective of this

study and the elementary categories managed by the investigation are highlighted.

Results

Consequently, the principal conceptions and positionings of the studied subjects are presented, in re-

lation to the utilization and functioning of digital work environments. In that sense, the collected data

are grouped by the application of the research techniques, with the objective of structuring the des-

cription of the data following a logical and clear sequence.

Application of the questionnaire to teachers

The first block of the questionnaire focused on evaluating the level of interaction of the users with the

PrimOT platform, as well as the frequency with which they utilized the different functionalities it offers.

The obtained results reveal a satisfactory level of interaction with the tool, which is reflected in the

daily use of PrimOT by the majority of the participants. This frequency of use suggests that the platform

has been integrated in a solid manner into the daily routines of the teachers, both for the planning

and execution of academic activities. Only a small percentage (10%) of the informants reported spo-

radic or limited use, which could be related to factors such as the nature of their roles or the availability

of time.

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

Regarding the perception and satisfaction with the platform (block 2), the participants in the study

showed a positive tendency, highlighting the ease of use and the intuitive manner of the interface as

the principal factors of satisfaction. However, some informants pointed out areas of improvement,

principally related to the visual design of the tool, alleging that the quantity of functionalities hinders

the selection of the desired function and the lack of an available technical support to contact in case

of problems.

Towards the impact on teaching and learning was focused block 3. The users reported utilizing a wide

variety of the functionalities that PrimOT offers. Among the most prominent are: the communication

notebook (cahier de liaison, in French) employed for communication between the school and the pa-

rents, the homework notebook or cahier de texte, resource utilized by the teacher to organize daily

school work and ensure that assigned tasks are not forgotten, messaging, as well as other tools for

content management, the creation of interactive activities, and evaluation mechanisms. This finding

indicates that the platform is not only used as an information repository, but as a dynamic resource

that facilitates interaction and the participation of the students. Below, the percentage of utilization of

the mentioned tools is represented graphically.

Figure 5

Most used functionalities of PrimOT by teachers, students, and parents

Note: Own elaboration.

The notable utilization of these tools is related to the regularity with which the users explore and apply

them in their pedagogical labors. Many teachers described their use of the platform as intensive and

constant, which suggests a high degree of confidence in the functioning of PrimOT to support their edu-

cational activities. This level of utilization may be related to the perception of PrimOT as a reliable and ef-

ficient tool for teaching and learning.

Regarding the technical aspects and support (block 4), the surveyed generally rated these elements fa-

vorably. Nevertheless, some mentioned occasional connectivity problems and the necessity of a more

agile technical support during critical situations, such as examination periods or evaluative activities.

Finally, in block 5 relative to security and privacy, the participants manifested confidence in the security

measures implemented by PrimOT. The majority showed themselves (80%) satisfied with the privacy po-

licies, although some suggested improvements related to transparency in the handling of personal and

academic data and the encryption of information shared with the students' parents.

When comparing PrimOT with other similar tools, the surveyed mentioned that they prefer PrimOT

due to its consistency in performance and the wide range of functionalities it offers in a single place.

The following graphic represents the reasons for preference of the surveyed in the utilization of the

platform.

Figure 6

Motivations for the utilization of PrimOT

Note: Own elaboration.

The results of the questionnaire verify the utility, the usability, and the acceptability of the digital work

environment. These three elements are considered in a positive manner by all the teachers who res-

ponded to the questionnaire. One of the most recognized aspects is the benefit for communication

with parents, which strengthens the school-family relationship. The obstacles mentioned by the sur-

veyed focus on the recent implementation of the digital platform, therefore, training is necessary both

for teachers and parents who do not feel comfortable with digital tools or who simply are not accus-

tomed to using them.

Application of interviews to school administrators

In complement to the applied questionnaire, semi-structured interviews were conducted with admi-

nistrators from diverse primary schools. These interviews had as an objective to explore the real or

perceived uses of the PrimOT platform through the thematic axes alluded to in the methodological

section. Likewise, the most relevant positionings for the investigation are explained, above all the key

points that emerged during the interviews with the administrators.

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

The first issues were directed to the impact of digital work environments on the learners. The admi-

nistrators highlighted that PrimOT has had a significant effect on the commitment and motivation of

the students. It was observed that the platform facilitates the personalization of learning, allowing the

students to advance at their own pace and according to their individual needs. Furthermore, some

administrators mentioned that PrimOT has improved the digital skills of the students, preparing them

better for the use of technologies in future academic contexts.

For the directors, PrimOT is "the school platform at the level of the children", principally "made for the

students because they are the ones who will have more actions on the platform". The academic ma-

nagers refer that the objective is for it to be visually attractive for the children in order to motivate

them for learning. On the other hand, it must offer functionalities adapted for teachers and parents.

In relation to the teachers, the administrators agreed that the platform has been a valuable tool for

the planning and management of educational activities. It was highlighted that the platform allows a

greater organization of didactic materials and facilitates communication among teachers, which has

improved collaboration and coherence in teaching. Furthermore, it is perceived that the professors

have developed new digital competencies, improving their capacity to integrate technologies into

their pedagogical practice.

The directors consider that it is the teacher who will generate uses because they will publish words or

information and the parent will receive this information, will respond, will consult the tasks, and will

aid in the educational formation of their child. The interviewees specify the importance of access to

the platform from a mobile device, which will facilitate use by the parents, especially in preschool

when the children do not master the functionalities of the platform. Until now, the platform is only ac-

cessible via a computer, which generates inconveniences for some families, as the mobile phone is

the most used and most accessible device for the parents.

According to the directors, PrimOT integrates a multitude of applications in constant evolution. Among

the most utilized applications are the communication notebook, the school notebook, and email, res-

ponses that correspond with the results yielded by the questionnaire applied to the teachers. Nevert-

heless, the use of other tools such as the media library, which stores educational digital resources,

and the blog, which serves especially as a life notebook for preschool where parents convey their

concerns about their children's learning, is evidenced. In the case of the communication notebook, its

relevance in teacher-parent interaction is highlighted.

Regarding the parents, the interviews revealed that PrimOT has allowed for greater involvement in

the educational process of their children. The administrators indicated that the platform offers parents

more direct access to information about academic progress and school activities, which has improved

communication between the school and the families. However, some administrators also mentioned

challenges related to the training of parents for the effective use of the platform.

The directors explained that the tool called The Parents' Corner will facilitate chat communication with

the school principal, and will offer the possibility to conserve the conversations, with the objective of

rereading them at the precise moment. In this manner, the communication will be more instantaneous

and integrated and will offer an update of the platform.

At an institutional level, the administrators expressed that PrimOT has contributed to the moderniza-

tion of the administrative and pedagogical practices of the schools. The platform has been seen as a

catalyst for the digital transformation of the schools, promoting a culture of innovation and techno-

logical adaptation. Furthermore, a positive impact was identified in the coordination between different

areas of the school, improving efficiency in management and the monitoring of educational activities.

In summary, the semi-structured interviews with primary school administrators reflect a positive per-

ception about the impact of PrimOT on diverse aspects of the educational environment. Although

challenges in the implementation and adoption of the platform are recognized, the administrators

value its contribution to the improvement of teaching, learning, and school management.

Discussion

The results originating from the application of the explicated instruments allow a multifaceted cha-

racterization of the use of the PrimOT platform in primary education within the Academy of Orléans-

Tours. In this manner, the findings point towards a progressive and functional integration of this digital

tool in pedagogical practices, with different but complementary impacts among teachers, students,

parents, and educational administrators.

The daily use of PrimOT reported by the majority of the teachers suggests an effective appropriation

of the tool, aligned with the considerations of authors such as Liriano (2024) and Meridja and Abdel-

baki (2024), who identify recurrence in use as an essential element for technological integration in

primary education. Unlike other investigations where an instrumental or marginal use of digital plat-

forms is observed (Pérez and García, 2023), the yielded data reveal an active and frequent functionality,

encompassing not only administrative but also pedagogical aspects. In that sense, the potential of

PrimOT as a solid and adaptable digital work environment is validated.

The sporadic use of the platform, expressed by a small group of teachers, invites profound reflection

on the contextual variables that determine the frequency of utilization. In that order of ideas, the work-

load, the digital training of the user, and institutional support, could explain the resistance or the scarce

technological appropriation, according to the factors found by Arotoma (2024) relative to internal

barriers for the adoption of ICT in a research context similar to that of this investigation.

The favorable perception towards the platform's interface reinforces the idea that usability is a key

component for technological integration in the educational teaching process in primary education.

This affirmation corresponds with the study of Arreola et al. (2022) where usability, utility, administrative

management, and digital skills are examined as aspects that allow improving the quality of primary

education through the integration of technologies in the teaching process. Nevertheless, the criticisms

relative to the visual design and functional saturation point towards a complexity paradox: a tool with

multiple options can become, in the eyes of the user, less accessible if it does not count on adequate

technical support. The above coincides with the investigation of Carballo and González (2023) that

underlines the importance of user-centered design in digital work environments.

In relation to the pedagogical impact, both teachers and administrators highlighted that PrimOT not

only facilitates the organization of teaching work, but also enhances the interaction and autonomy of

the student body, in concordance with principles of active and personalized learning (Enríquez & Na-

varro, 2024). From that perspective, the platform is perceived as an added value, to the extent that it

allows for management of work pace, an improvement in communication with families, and a strengt-

hening of the school-home link. In this manner, the platform fulfills a role that goes beyond techno-

logical support and becomes a didactic and social mediator.

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

An emerging dimension of special relevance is the involvement of parents in the educational process

offered by PrimOT. The arguments manifested by teachers and administrators about the utility of tools

such as the Parents' Corner, is also reflected in recent studies on educational co-responsibility in digital

environments to strengthen family accompaniment and improve the academic performance of stu-

dents (Teherán, 2025). However, the availability of a mobile application of PrimOT represents a barrier

in communication with the family, especially in homes where the computer is not the principal device.

This situation indicates the necessity of a multiplatform design, if broader participation of families is

desired.

From the institutional point of view, the administrators valued the platform as a catalyst for the digital

transformation of the schools. This perception is coherent with the results of the study realized by

Gonon et al. (2024) that analyzes digital transformation through the objectives, structures, cultures,

and practices of the school. The improvement in interdepartmental coordination and the streamlining

of administrative processes are positive collateral reasons that evidence the reach of the tool beyond

the classroom.

Despite the advances, challenges linked to the training of all involved actors persist. Although teachers

have developed digital competencies, a gap in the mastery of these tools by some parents is still per-

ceived, especially in the initial levels. This finding reaffirms the necessity of continuous and inclusive

training, not only for teachers, but also for families, in order to consolidate a digitally competent edu-

cational community.

In synthesis, the results support the usability and utility of PrimOT in the school environment, but its

effectiveness depends on infrastructural factors (accessibility, support, training) and cultural factors

(attitudes towards change, digital competence). The study confirms some patterns identified in pre-

vious investigations on educational digital environments, but also points out unresolved areas, such

as usability from mobile devices or transversal training, which must be addressed for a more equitable

and effective implementation.

Conclusions

The present study explored the implementation and impact of the PrimOT platform in the educational

context of primary schools, addressing the perspective of teachers and school administrators. The

obtained results allow confirming that PrimOT has been widely adopted by the teachers, integrating

itself in an effective manner into the daily routines of teaching and learning. The frequency of use

suggests that the platform is perceived as an essential resource that contributes to the efficiency and

effectiveness of the educational process.

The satisfaction with the platform, yielded by the quantitative data of the questionnaire and the qua-

litative data of the interviews, reveal a predominantly positive perception towards PrimOT. The users

value the ease of use, the intuition of the interface, and the offered functionalities. This generalized

satisfaction, however, comes accompanied by the identification of areas of improvement, especially

regarding the personalization of the experience and technical support.

The research has demonstrated the significant impact of PrimOT on teaching and learning, facilitating

the organization and assimilation of contents. The role of the platform in the development of digital

competencies in the teachers is also highlighted, which suggests a transformative effect on pedago-

gical practices. The platform has improved the communication and participation of parents in the

educational process, providing direct access to academic information and facilitating greater involve-

ment in the education of their children. At an institutional level, PrimOT has contributed to the mo-

dernization of management and coordination practices, driving a culture of innovation within the

schools.

Nevertheless, in primary education, there are few direct investigations on the deployment of these

digital spaces, which is due in part to the limited deployment of the ENT (Digital Work Environments)

at this educational level and to the difficult digital transition of primary schools.

Based on the results of this inquiry, the necessity to improve technical support and offer broader trai-

ning to all involved actors, especially parents, is identified as important challenges. These challenges

suggest that, to maximize the potential of PrimOT, a continuous focus on the improvement and adap-

tation of the platform to the changing needs of the educational environment is necessary.

The study focused on teachers and administrators because these actors are the principal users and

managers of the PrimOT platform in the school environment. The teachers are directly involved in

the daily implementation of digital educational tools, while the administrators play a crucial role in

the supervision and decision-making about the adoption and use of technologies in the institution.

The parents were not included in this study because their interaction with PrimOT is more limited and

secondary in comparison with that of the teachers and administrators. This focus allows a more de-

tailed analysis of the efficacy and challenges of the platform from the perspective of those who use it

directly in the educational environment.

In relation to the above, the author of this investigation proposes as a new horizon of study the ex-

ploration of the use of PrimOT by the parents of primary education students in France.

Privacy: Not applicable.

Statement on the use of artificial intelligence: The author of this article declares that she did

not use Artificial Intelligence in its preparation.

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Notes on the author

* Manuel Schneewele holds a Doctorate in Educational Sciences and is a tenured professor at the University of Orléans,

France, within the research laboratory ERCAE (Research Team on Contexts and Actors in Education), Research Unit 7493.

His work lies at the intersection of Educational Sciences and Information and Communication Sciences. He focuses on the

appropriation of digital tools for monitoring and supporting learning processes. Email: manuel.schneewele@univ-orleans.fr

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

Appendix 1

Questionnaire applied to teachers

Introduction: This questionnaire has as its objective to collect information about your experience

and perception in the use of the PrimOT platform. Please, respond to the questions in a sincere man-

ner, based on your personal experience. The collected information will be used exclusively for research

purposes and will be kept in confidentiality.

Professional data

Years of professional experience in education: ______

Role in the educational institution: __________________________

Block 1: Level of interaction and frequency of use of PrimOT

1. With what frequency do you use PrimOT in your daily work?

(a) Every day

(b) Several times a week

(d) Occasionally

(e) Never

2. Which functionalities of PrimOT do you use the most? (Select all that apply).

(a) Content management

(b) Creation of interactive activities

(d) Communication with students

(e) Other (specify): ____________

3. To what extent do you consider that PrimOT has facilitated your educational work?

(a) Very much

(b) Quite a bit

(d) A little

(e) Not at all

Block 2: Perception and Satisfaction with PrimOT

1. How would you rate your overall level of satisfaction with PrimOT?

(a) Very satisfied

(b) Satisfied

(d) Dissatisfied

(e) Very dissatisfied

2. Which aspects of PrimOT do you consider most positive? (Select all that apply).

(a) Ease of use

(b) Intuitiveness of the interface

(d) Technical support

(e) Other (specify): ____________

3. Is there any aspect of PrimOT with which you are dissatisfied? (Specify): ____________

Block 3: Impact on Teaching and Learning

1. To what extent do you consider that PrimOT has improved your students' learning?

(a) Very much

(b) Quite a bit

(d) A little

(e) Not at all

2. Has PrimOT changed the way you organize and manage your teaching?

(a) Yes, to a great extent

(b) Yes, to some extent

(d) It has not changed at all

Block 4: Technical aspects and support

1. How satisfied are you with the technical support for PrimOT?

(a) Very satisfied

(b) Satisfied

(d) Dissatisfied

(e) Very dissatisfied

2. Have you experienced technical problems while using PrimOT?

(a) Yes, frequently

(b) Yes, occasionally

(d) No, never

3. What technical improvements would you suggest for PrimOT? (Specify): ____________

Block 5: Security and privacy

1. How do you evaluate the security and privacy measures of PrimOT?

(a) Very satisfactory

(b) Satisfactory

(d) Unsatisfactory

(e) Very unsatisfactory

2. Do you have any specific concerns about security or privacy when using PrimOT? (Spe-

cify):____________

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

Appendix 2

Semi-structured interview guide for primary school principals

Objective: To explore the real or perceived uses of the PrimOT platform from the perspective of ad-

ministrators, considering the impact on students, teachers, parents, and the school as a whole.

Section 1: Impact on students

(a) How would you describe the impact of PrimOT on student learning in your school?

(b) What type of activities or educational resources provided by PrimOT have been most use-

ful for students?

Section 2: Teacher Support

(a) How has PrimOT influenced the planning and execution of pedagogical activities by tea-

chers?

(b) What type of training or support has been provided to teachers for using PrimOT?

PrimOT?

Section 3: Parental Involvement

(a) How has PrimOT influenced communication and parental involvement in the educational

process?

(b) What functionalities of PrimOT are most valued by parents, according to your perception?

involvement?

Section 4: Effects on the School

(a) How would you describe the impact of PrimOT on the overall management and organiza-

tion of the school?

(b) Has PrimOT contributed to the modernization or digital transformation of the school?

(d) How has the experience been in terms of technical support and maintenance of PrimOT at

the institutional level?

(e) To conclude, is there any other aspect related to PrimOT that you consider important to

mention and that has not been covered in this interview?

Section 4: Effects on the School

(a) How would you describe the impact of PrimOT on the overall management and organiza-

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

tion of the school?

(b) Has PrimOT contributed to the modernization or digital transformation of the school?

(d) How has the experience been in terms of technical support and maintenance of PrimOT at

the institutional level?

(e) To conclude, is there any other aspect related to PrimOT that you consider important to

mention and that has not been covered in this interview?