The study of teaching practices can be carried out through three different approaches: that of teachers who plan the classroom, from the perspective of the teaching studies of the 50s and 60s and who put emphasis on the preparation of the class; the study of reflective processes carried out by teachers after the class, especially in the 70s and 80s; and studies analysing teachers’ spontaneous actions in classes, their intuitions, practical wisdom. The article starts from this analysis to recognise how teachers include technologies in the classroom, adopt different criteria for their use or reuse. It distinguishes the technologies created for teaching tasks from those used by the teacher but which were created for other purposes. It distinguishes both silent uses from teaching proposals through an enhancement of the environment, and those of a technology that is denied when the message conveyed is ignored and used to promote thinking processes. It also identifies situations in which teaching proposals are enhanced or, on the contrary, are standardised on the basis of these introductions. Finally, it is recognised that technology-based practices are involved in teaching proposals and, therefore, in the ways in which reflection is promoted in the classroom, a communication space is opened that allows knowledge to be built and creates an area of respect and help in the difficult and complex problems of teaching and learning.