This work aims at identifying the trajectory of university professors who managed to integrate digital technologies in their teaching practice. To this end, we selected as a sample a group of professors from public universities in the State of Rio de Janeiro. Initially, we present a revision of the literature on the appropriation concept, in addition to an explanation on how this concept applies to the digital technologies. Subsequently, we elaborate a matrix to identify the professors, within the selected corpus, who could appropriate digital technologies in their educational practices. With this purpose, we consider the classes conducted in the Cederj Consortium online platform, based on the premise that distance education classes are more likely to use digital technologies. After identifying these professors, we propose a qualitative research, using the instrument of face-to-face semistructured interviews to collect the data, followed by a content analysis aiming to find out about their trajectories. We conclude that the professors trajectories were not continuous, but had specific landmarks, which way about an evolution of the learning process in relationship to technologies, the need to overcome obstacles in the appropriation process; and the ineffability. The latter being a situation in which the object is appropriated in a way that it becomes impossible to describe the process.