The scenario underpinning this work, inspired by the organisation’s classical theories, proposes that the use of digital devices in schools, especially digital platforms, creates a technological culture among teachers. The purpose of this article is to analyse the impact of this phenomenon on the restructuring of the organisational structure of the school and of teaching work. To this end, it is based on a multi-case study in four primary education centres implementing ethnographic strategies, including interviews with teaching staff (teachers, management teams, school owners). The analysis of the information is structured on the basis of the 4-dimensional categorisation on which technological culture is based: classroom practices, educational ‘innovation’, professional identity, and the axiological component. The results obtained suggest that actors have ownership of the principles of school culture, with which they provide ideological and technical coverage to classroom practices consistent with what is now understood by uberisation.