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[...] In fact, these researchers have been interested in the way teachers appropriate the tools and regulation strategies. In this sense, they were able to analyze the factors that influence this appropriation, such as the teacher's experience, the characteristics of the students and the classroom context. In fact, according to them, the appropriation of devices remains a concept that examines how individuals and groups appropriate and use the technologies and tools made available to them. This implies an understanding of how users integrate these devices into their daily practices, adapt them to their needs and give them meaning. [...]
[...] According to him, a scheme is an invariant organization of behavior for a given class of situations. It is a structure that allows an individual to adapt their behavior to a variety of similar situations. For this, Vergnaud identifies four main components of a scheme. First, there is what he calls 'the'goals and anticipation These are the goals that the individual seeks to achieve and the predictions he makes about the consequences of his actions. Then, there are the ' rules of action, information taking and control. [...]
[...] The theory assumes that the choice of behavior depends on the product of the probability and utility of obtaining certain results or consequences. In professional settings, the model indeed provides a normative framework for the employee's decision-making process as it should unfold in the abstract or as it could be narrated in a story affiliated with specific registers of event clarification (Bruner, 1990)28. However, it seems to correspond only to a minimal extent to the operations that individuals practice in complex circumstances, and especially to the way actions unfold in real life. [...]
[...] This is what Pierre Bourdieu shows in The Practical Sense (1980)26. An action undertaken, in order to be understandable, must in some way be adequate to the organization of judgments, to the representation of knowledge, and to the structure of goals that, given certain premises, are established. The formal model that underlies this approach is that of the 'theory of expected utility' developed by Edwards (1954)27, does not the general premise configure behaviors as the result of a rational decision-making process, based on subjective analyses of the evaluation of the costs and benefits of a certain action plan. [...]
[...] (2017) : The concept of appropriation is usually defined as the action of« rendre propre to an use, a destination. It is therefore a process that is both finalized (appropriation is oriented towards a goal, motivated by a prior intention) and contextualized (appropriation only makes sense in the light of a context or a management situation; this situation orients the appropriation dynamics and, in return, appropriation transforms the initial situation)2. In this regard, and following this definition, we must establish the link between technical and specific know-how and the knowledge of being related to attitudes, behaviors, and forms of being of workers that go beyond the work space and involve the worker not only as a force of labor, but also as a socialized human being (Foucher, Rhnima, 2019)3. [...]
