The digital environment is gaining in strength in schools as innovations develop. Unders-tanding the development of new teaching practices is a major issue for research and for professional training. This paper shows what Gérard Vergnaud can bring to this theme. For this purpose, the paper re-examines a study that analysed the practice of teachers integrating for the first time robotics and software programming by mobilising two framewworks originating in the didacticism of mathematics. By combining the concept of schema, with the theoretical constructs issuing from these frameworks, the study showed that the teacher was handling new sessions by reducing the distance from old schemas that these sessions were producing, and by generating didactic points of reference, the source of future schemas. This present paper then highlights the relationships and complementarities between Gérard Vergnaud’s work and these two frameworks, and the usefulness of continuing to confront them in order to analyse a teaching activity within a new environment.