This research deals with the issue of the digitalization of the homework notebook in the French educational institutions and of its use's effects. We have elaborated a model of analysis supported by an anthropocentric approach, which focuses on the actors. We have used a mixed method research based on quantitative and qualitative data and analyses. First, we have designed and implemented an on-line questionnaire in order to identify and specify the teacher's users and non-users of the digital homework notebook: we have collected 141 answers from the teachers of the lower secondary schools of the Academy of Creteil. S2159022econd, we have conducted comprehensive interviews and explicitation interviews in order to deepen our results (18 teachers have been interviewed). Our findings allowed us to formulate recommendations when supporting the pedagogical design and implementation of the digital homework notebook. From a theoretical point of view, our thesis has confirmed and complemented models studying technology's acceptation or rejection as well as the elaboration process of its use.