How do teachers actually use films and other video content in their teaching and learning activities? How do teachers' digital literacy and personal competences influence the integration of video in class activities? Which other contextual factors inhibit or promote it? Does the use of video in class offer opportunities for the development of visual, film and digital literacy? These questions lie at the core of the FAST-Film A Scuola per Tutti research project, which surveyed over a hundred teachers from primary and secondary education in Ticino. The survey data were analysed with descriptive statistics and discussed in three follow-up focus groups. The results focus on the connection between private and professional use of videos, on the integration of video in learning and evaluation activities and on the genres and length of video materials mostly used in class. They offer useful insights into the understudied practices of video integration in school education and partly dispel the myth of digital native teachers.

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