The widespread use of technology in everyday life, and especially in higher education, has attracted increasing attention to the nature of ICT use by higher education teachers, which is seen as an increasingly important factor for the successful integration of these technologies. This study aims to analyze the determinants of the different uses of ICT by teachers in the university environment and to characterize their variety and intensity. To this end, we conducted a survey of a sample of 2,079 teachers from public universities in France. Our approach was to measure the intensity of ICT use in academia in order to assess the resulting digital divide between different groups of teachers. Multinomial logistic regression shows that differences in ICT use are related to differences in teachers’ initial digital skills. Furthermore, ICT training, age, gender, and social context appear to have multiple effects on ICT use. Our results clearly confirm the existence of digital divides, prompting us to analyze more closely the role of innovative users and that of first-time adopters, when they appear to be actors involved in the diffusion of ICT within universities.