In this paper, we report work in designing a decision-making system that aims to support teachers in appropriating to their practice innovative scenarios that employ uses of information and communication technologies (ICT) in teaching and learning. To this end, we break down educational scenarios into micro-activities, and connect them to required and alternative infrastructure. We argue that micro-activities is a unit of analysis of educational scenarios that is compatible with the role of teachers as designers who select, decompose, combine, enact and revise different pieces of resources. This paper offers a reflective viewpoint on integrating ICT in existing scenarios and investigates how teaching objectives make use, or not, of the potential of digital technologies.