We talk of technology as an instrument to support didactics in its diachronic vision: in the world of school, innovative “multimedia” teaching objects have always been introduced and caused bewilderment and difficulty at first, with hindsight, have proven to have positive characteristics and potentialities. Many historical teaching objects represent technological innovation in schools (of course, in relation with the time and space in which they were invented and introduced in the school context). The goal of the intervention is twofold: to make sure today’s teachers do not feel alienated when faced with new technologies and to suggest a method to integrate yesterday’s and today’s technological objects in a sort of mutual potentiating between analogical and digital. These worlds are not mutually exclusive and can support each other. The intervention can be seen not only as a theoretical one but also as an activity with a practical side – experiments with which the public can interact.
