As is the case in several countries, the development of technology education in France involves a process of transmission of inter-generational knowledge which aims for children to develop their understanding of the technical world they live in and which they will contribute to structuring and helping to evolve. This process is first and foremost a cultural one; it is a matter of leading children to acquire knowledge that is socially shared by society. Beyond the social sharing of existing knowledge, gateways for children to enter the adult world are also targeted. One of the roles of schooling is a social role which aims to educate our future citizens by allowing them to build the knowledge they will need in order to be able to live and act responsibly within our societies. The notion of school's social role exists from the moment that a society, using its political leverage, decides to hand responsibility for passing on the social knowledge that governs it to a teacher, so that children use the learning of such knowledge to evolve socially. From this point onwards, studying different facets of the teaching-learning process becomes particularly meaningful in defining the cultural transmission of knowledge. The aim of this chapter is to describe some of these facets, notably with regard to the sharing of the tools, artifacts and knowledge that traditionally define engineering and technology education curricula in France.