The vast majority of European countries suggest or recommend innovative pedagogical approaches and recommend the use of a wide range of ICT tools for teaching and learning (Eurydice, 2011). This is particularly true in the case of France, where since nearly 30 years, education authorities accompany digital technology developments regularly reasserting its decisive position in education. Despite this long-standing commitment, the overall current situation in school remains insufficient in terms of educational uses (République Française Ministère de l’Education Nationale, 2012) and covers very diverse realities (Durpaire, 2014). After an institutional contextualization, the presentation introduces the methods and preliminary findings of an ongoing study which is designed to identify the key factors supporting ICT-based innovation in French secondary schools. The study conducted at that stage is based on a nationwide corpus of 533 projects carried out by schools and certified by French education authorities. The data analysis examines the features of the projects and draws up a classification aiming to reflect activities and practices. The results are discussed in relation current to Pelgrum & Law (2004) evidence-based literature review and recent findings (eg. Daniels, Jacobsen, Varnhagen, & Friesen, 2013) on organizational change and management for technology integration in teaching and learning within educational institutions.

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