This project investigated possible changes in teachers' practices in relation to the use of digital textbooks (LDD). Increasingly present in classrooms due to current technological advances, LDDs have unique characteristics that, with inherent advantages and disadvantages, provide various methodological resources and bring them closer to the technological reality of students. Discursive textual analysis was adopted as a methodological reference, in which the textual structure is elaborated through categories resulting from the analysis of interviews. The data collected from high school chemistry teachers at private schools in the city of São Paulo through interviews aimed to understand the contributions of digital textbooks to these teachers' classes. It was noticed that teachers play a central role in the success of DTBs and that a lack of knowledge about DTB tools, superficial analysis of the book to be adopted, and imposition of its adoption lead to its underuse. Furthermore, the mobilization of students to use the book depends heavily on the commands given by teachers.