No puede hablarse en abstracto de las virtudes o insuficiencias del ordenador con «el niño» o «la educación». La investigación y experimentación educativa actuales se dirigen a ver cuántos ordenadores y en qué contextos y para qué actividades interactúan en el proceso educativo.
El concepto de «apropiación» que se deriva de la teoría socio-histórica subraya que las escuelas pueden aprovechar la tecnología para objetivos muy distintos de los previstos por el investigador.
Ante el auge de las nuevas tecnologías, se analiza el impacto de los ordenadores en la organización escolar desde un enfoque socio-histórico. Un concepto que distingue a este enfoque es el de “apropiación”, según el cual las personas se apropian de los instrumentos de su cultura. La escuela debe apropiar un tipo de tecnología que le permita hacer uso de ella y al mismo tiempo operar cambios constructivos en la actividad del aula. El tipo de investigación que se requiere para estudiar esta reorganización es el experimento formativo realizado en el mismo aula y donde se observen los cambios cognitivos producidos en las interacciones que se producen en la Zona de Desarrollo Próximo. A continuación se describe un estudio que explica los cambios desarrollados en un ambiente educacional tradicional concreto tras la introducción de las nuevas tecnologías.
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