Mangualde and Penalva do Castelo Schools Association Continuous Teacher Training Centre, ( CFPA) in a partnership with Areal Editors ( that distributes Interactive Magicboard in Portugal), promote a project to improve teachers curricular practices by using that multimedia school resource at classroom.All associated schools to CFPA are in the Project as well other four schools, from different regions of the country. All them have interactive magicboards. There are 53 teachers directly involved, that work in different teaching levels ( from pre- school level up to secondary level). The main purpose of the project is to improve an open and participated community of practices. The project started in last September and it will last for tree school years.To know the impact of interactive magicboard's uses at classroom means to us, in this first year of project, identify classroom practices changes, teachers tasks differences and teachers technologic literacy development. We are aware that interactive magicboard inclusion at classroom could be worth as it could be fallacious. Therefore, we intend to know the specific contexts of interactive magicboard application in order to evaluate their relevance.The presentation we propose also intend to show main classroom practices changes, teachers tasks differences that interactive magicboard promote as it wants to be a sort of reflection about research CFPA does and how that procedure affects teachers practices. However that intention reminds Heisenberg uncertainty principle, we find interesting do it, as much as it follows the third dimension of ECER 2007 conference theme.The methodological structure we follow, is near to case study, as we want to follow the process by which our research group, composed by 52 teachers from 5 different schools, does changes into classroom practices and teachers tasks .We are using flipcharts and "travel-logs" produced by teachers as instruments to collect data. We intend to make an interview to each participant at the final phase of school year ( June). We expect to know the impact of interactive magicboard's uses at classroom, as well as to diagnosis the main process difficulties.We expect to learn more about research impact in schools decisions about ICT issues.Barroso,J e Canário,R. (1999).- Centros de Formação das Associações de Escolas: das expectativas às realidades. Lisboa: IIE. Day, C. (1992).- Avaliação do desenvolvimento profissional dos professores. In A. Estrela (ed)- Avaliações em Educação: novas perspectivas. Lisboa :Educa. Schön, D. (1987).- Educating The Reflective Practitioner - Toward New Design for Teaching and Learning in the Professions. USA: Jossey-Bass. Wenger, E. (1998).- Communities of Practice. Learning, Meaning, and Idendity. Cambridge: Cambridge University Press.