  This article presents an evaluation of the conditions of use of a VWE
(Virtual Work Environment) by primary school teachers. To this end, we
conducted two studies and used activity theory as theoretical framework. Our
first study aims to assess real practices carried out with the VWE and analyzed
publications' content in order to understand how users appropriate the tool.
The second study describes how teachers perceive the role of the VWE in the
evolution of their working prac-tices (maintaining, transforming and
restricting the existent practices). These stud-ies indicate that technological
appropriation is achieved through instructional and communicational uses. The
acceptance of this VWE is due to its ease of use and interface adequacy to
teachers and young children.
