Nowadays the use of digital workspace is generalized at French secondary level. If the pedagogical added value offered by this kind of device has already been discussed, this paper wants to point out the educational interest of this tool, especially in the scope of the school/family relationship. Thus our study deals with the use of the digital workspace by families and staff members, but also with its place in a coeducational relationship. With our sample the results show that the frequency of use of the digital workspace is linked to a perception of this device as a « good school/family collaborative tool ». We also show the particular place of the « textbook » and « grades » modules in the choice of functionalities enabling the child-student follow-up, and especially the use of the digital wokspace to collaborative ends.