New generations of teachers familiar with ICT are now in charge of teaching around the world. This evolution of teaching staff is accompanied by policy interventions promoting teaching practices which are to provide an educational coherence to the use of digital devices and technologies (e.g. Steffens, 2013). In this context of digital ambitions for schools, the present contribution will discuss some of the literature on educational innovation in which teachers’ ICT skills and usage are involved. In particular, the study will focus on French teachers-in-training regarding their views and attitudes concerning the occupational use of digital technologies. Thirty pre-service mathematics teachers from the University of Avignon were interviewed. Their comments were analysed with respect to the use of educational content management systems and their digital adaptation level in the training. The data show significant differences in students’ personal viewpoints between semesters and even within the same semester. The teacher students’ attitudes include forms of rejection of any use of an educational platform in the school context. On the other hand, other teacher students claim to use educational management systems very actively. Data collection regarding adaptation level in their training is in progress.