This study contributes to learning improvement in practical classes in Computer Network technology courses, using the Physical Technological Laboratory (PTL) as a tool. Multimodal narration content analysis was used, which aggregates and organises the data collected in the PTL environment. Based on the results, we infer that both the student and the teacher use the physical laboratory as a tool since the detected physical interactions prove its use and reuse. Evidence of causality between teacher epistemic movements and learning in terms of physical interactions, epistemic practices, and student autonomy was also noted. Contributions were: (1) In the context of work in networks PTL, the variety and quality of epistemic practices of students are enhanced if there is autonomous work concomitant with the physical interaction of students with the respective artifacts. (2) Teacher action can better promote epistemic practices, stretching beyond direct action if there is an 'orchestration' of teacher mediation patterns.