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Confinement and so-called “educational continuity” have led to the massive development of videoconferencing courses via virtual classroom applications. This article proposes an analysis of the psychological issues for educators in the use of these synchronous video telephony tools. It examines how these devices summon up psychic bigenerationality and bring into play psychic biparentality, which is at work in all educational relationships, but which is specifically disrupted using these tools, particularly the loss of the body, the absence of eye contact and the e-signature of the teacher.