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Classroom strategies rest largely on the use of digital tools combined with developing skills to support information searches and processing, content production and creativity, collective work and collaboration. These strategies are designed to match social practices, especially among young people. Ideally, their implementation should be supported by specific training for both teachers and students, suitable equipment and infrastructure and project-based educational approaches. The point of our article is not to describe what happens in practice in the classroom, but rather to bring out the representations reflected in these requirements, as well as shortcomings and contradictions compared to the means actually available to achieve the objectives. Our research is based on a study of a pilot educational establishment where all the right conditions were present in theory. Our point of view highlights the compromises that have to be made daily between what is supposed to be taught and what actually can be taught, as well as with market players in terms of professional ethics and the drive for efficiency.