This work is part of a research process that analyses teachers’ practices in Primary Education.  This work examines whether school content leads to differentiated practices also with regard to the use of digital resources; in other words, an analysis is conducted of the classroom practices involving pupils aged 6 to 12 for the teaching of primary school subjects and the use of digital resources. Specifically, this paper explores teachers' practices with respect to the use of ICTs in different subjects and across the various courses in Primary Education.

Research on the relationships between content and practices with ICT has provided some results such as the study by Hennesy, Ruthven & Brindley (2005), where teaching practices regarding the use of ICTs are linked to the teaching traditions of the different disciplinary fields. In any case, most studies focus on the secondary school stage where the content has a clear cultural and epistemological character, different from the primary school stage. One of the most important challenges facing ICT and education experts today is to find some way to conceptualize and analyze their use in the school context in a valid and realistic way, because there is currently only one consensus among experts, according to which the use of ICT in schools should be understood as a complex and multidimensional phenomenon, rather than a monolithic issue (Vanderlinde, Aesaert y van Braak 2015). In education, there has been a shift from understanding ICTs as the engines of change in education (Selwyn 2016) to start introducing the idea of technological "dystopia" through scenarios such as the fragmentation and deprofessionalization of teachers' work, the excess of accessible digital information and the corresponding devaluation of knowledge...( Martín-Domínguez, Rodríguez y Ramírez, 2019)

In this work, and linked to the theme of the conference, we studied whether teachers who are already having relatively easy access to new technologies in schools, are building a digital school culture that allows to give meaning to the use of such tools in the teaching activity. In this way, in the work we present, we study how ICT practices are configured for a diverse group of primary school teachers. We understand that knowledge of what teachers actually do with digital resources in their classroom practice is essential in order to explain not also what aspects form the basis for the real incorporation of information and communication technologies (ICT) into teaching processes, but also to be able to untangle the mechanisms behind how these resources are employed in direct teaching situations (Loveless, 2003). We wonder if technologies have been introduced routinely in school processes such as classroom assessment, school tasks organization or content presentation. If these technologies are for the exclusive use of the teacher or are shared by students and teachers in the joint construction of classroom tasks.

The approach adopted here is based on the observation and analysis of actual classroom practices, studying the activity patterns that teachers perform in the classroom in regard to the different curricular subjects and analysing and assessing the use they make of digital resources. The location of the digital resources within the patterns of activity that are typical of the didactic culture of the stage, informs us about the character and importance that teachers give to them.

With these premises in mind, the following research objectives have been formulated:

-          To study the activity patterns where the use of ICT is incorporated.

Compare through Primary Education courses and curricular subjects the use of digital resources.

The research presented has adopted an intensive case-study model that has provided access to a systematic analysis of the classroom practices of the teachers involved (a total of 10 teachers from 4 different schools). The following procedure has been used: a video and audio recording was made of up to 30 sessions lasting around five hour for the 10 cases. The data were gathered by video-recording the sessions with a digital camera that covered the whole of the classroom and which was camouflaged and hard to see. In addition, the teachers wore a digital recorder with a microphone for recording their voices. No members of the research team were present in the classroom during the recording of the session. The recordings were then transcribed in order to analyse the practices using the methodology of class interaction analysis described below (Ramírez et al., 2016, Ramírez et al., 2019.). First, the class is divided into Typical Classroom Activities (TCA), which identify all those activities having a defined goal during the class. Some examples of TCA are: explaining contents, doing individual work, class planning, giving homework, preparing to go out for recess, and so on. TCA allow us to work out a general pattern of the class and what takes place in it. In each TCA it is indicated which curricular subject is being worked on. Secondly and finally, the teachers’ instructional actions are identified and classified into five types: Identifying, Planning, Explaining, Recapitulating, and Supervising-Assessing. These five actions in turn are performed on elements of the curriculum: Objectives, Contents, Tasks, ICT Resources, and Non-ICT Resources (Gimeno, 2010), which can figure in the foreground (primary elements) or the background of the action (secondary elements). In the research we present, the study of the instructive actions that the teacher carries out in the classroom, together with the analysis of primary and secondary curricular elements, provides a profile of the action schemes of the teachers analyzed. This profile gives us information as to the central points around which teaching activity is organized in actual practice. The authors have obtained the informed consent of the participating. The video recording of the children was authorised by their parents and teacher, who in turn granted us permission to video record the information from their classes. The consent document also contained an assurance on the anonymity of the subjects and guaranteed that would be used solely for research purposes.

Although this is still a work in progress, certain assumptions may be made about the direction in which the data appear to be heading: 1. The results show that common patterns exist among the teachers studied as regards the development of these practices. There are types of activities in class that are closely linked to certain subjects such as in Language the use of the Assembly or Textual Comprehension activities. Others related to Explaining contents, Performing tasks, Correcting exercises are linked to all subjects. 2. It is also important to underscore the appearance of different pedagogical approaches when ICT are incorporated into the primary classroom. Increasingly they are used for assessment functions and also become content when working on various aspects related to Digital Competence 3. There is a certain variability among the different teachers who participated in this study in terms of the configuration of practices with respect to the teaching of the types of content, which is further highlighted when analysing the incorporation of digital resources into these teachings 4. In general, the use of digital resources seems to reproduce in most cases practices already consolidated with other types of non-digital resources. In this way, the supports have been replaced but not the practices. We trust that all this work on the analysis of our results will lead us onto the next stage, where we will be able to continue working with the same sample of teachers in order to exploit the research’s findings and undertake a process of joint discussion on their practices. The ultimate aim will also be to see the research’s endeavours benefit society.

Hennessy, S., Ruthven, K. & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37 (2), 155-192. Gimeno, J. (ed.)(2010). Saberes e incertidumbres sobre el curriculum. Madrid: Morata. Loveless, A. M. (2003). The interaction between primary teachers’ perceptions of ICT and their pedagogy. Education and Information Technologies, 8 (4), 313-326. Martín-Domínguez, J., Rodríguez, I. & Ramírez, E. (2019). Y llegaron las TIC… ¿Qué cambia en el aula? En Ángel San Martín Alonso y Eliseo Valle (Coord.). Distorsiones, cambios y continuidades. 40 años de educación constitucional (163-182). Barcelona: Calambur Editorial. Ramírez, E., Clemente, M., Recamán, A., Martín-Domínguez, J. & Rodríguez, I. (2016). Planning and Doing in Professional Teaching Practice. A Study with Early Childhood Education Teachers Working with ICT (3–6 years). Early Childhood Education Journal. DOI 10.1007/s10643-016-0806-x Ramírez, E. Rodríguez, I. Martín-Domínguez, J., Clemente, M. & Martín-Sánchez. I. (2019). Building upon Research Experience: More Than a Decade Investigating Teaching Practices. In B. Vogler. Teaching practices: Implementation, Challenges and Outcomes (pp. 1-44). New York: Nova Science Pub. Selwyn, N. (2016) The Dystopian Futures. In N. Rushby & D.W. Surry (eds.). The Wiley Handbook of Learning Technology (pp. 542-546). Oxford: John Wiley & Sons Vanderlinde, R., Aesaert, K. & Braak, J. van. (2015). Measuring ICT use and contributing conditions in primary schools. British Journal of Educational Technology, 46 (5), 1056-1063. https;//doi.org/10.1111/bjet.12282