This graduation project presents the research findings in which are identified the experiential, institutional and academic referents from which the teachers design the Technological School Activities (TSA). This study follows a case study analysis from the hermeneutical phenomenological methodology, based on the Didactic Content Knowledge - DCK (Shulman, 1987) and articulated with the components and dimensions of the Professional Teaching Knowledge - CPD (Porlán Ariza, R., Rivero García, A. and Martín Del Pozo, R., 1997). All this, as part of the curricular design of the technology and computing area.