Abstract

For the teaching profession, digital innovation represents one of the most challenging factors of change. The inclusion of ICT within everyday school life produces the transformation of disciplinary cultures and of teachers' relational practices. Based on the first results of an evaluative research on the implementation of the 'Digital School' project within the school system in the region Sardinia (Italy), our contribution analyses teachers' social representations and practices in front of the challenges posed by the introduction of Interactive Whiteboards in the classroom. In adopting the praxeological perspective theorized by Pierre Bourdieu, we describe the introduction of this innovation in the school practice as the effect of a struggle between three different logics: the market, the bureaucratic field and the school field logic. Moreover, at the micro-sociologic level, the use of technological tools is seen as dependent on teachers' disposition (habitus), disciplinary culture and professional trajectories, as formed during previous educational and working experiences.