The paper presents an empirical research based on two school experiences of didactic innovation. From the theoretical point of view, the paper combines the sociomateriality in education with the practice-based studies of knowledge and learning and it uses a qualitative and ethnographic approach. It enquires about what happens when artifacts, materials, bodies, technologies are included into class relations and it aims at showing processes of didactic innovation's structures which are displayed in the material settings performed into the classroom. For each case, the educative practices and the sociomaterial interactions have been observed. The conclusions suggest some considerations about the progression in the educative research in terms of sociomateriality and about how this approach can also produce indications and insights to the school policy in general.