The work we are presenting here is part of a research project on teaching practices involving ICTs during early childhood education. Among other aspects, this work considers how the teachers taking part in this project view ICTs and how they include them in their classroom practices. Several strategies have been designed with a view to analysing these aspects, some of which are related to the decisions teachers take in their pre-class preparation, while others are linked to an analysis of classroom practices within the real contexts in which they take place. We base ourselves on the notion that the attitudes and approaches to education that the teachers adopt are closely linked, and these, in turn, have a significant impact on how they perform in class. This enables us to link aspects such as the views teachers may have regarding teaching technologies and the approaches they adopt in the design or programming of their practical work and, in turn, how they manage their teaching activities in a real class situation.

There are, accordingly, studies referring to “teacher effectiveness” in the incorporation of technological resources that confirm the close links between teachers’ knowledge and their practices: Gobbo & Girardi (2001), for example, focus on the connection between teachers’ epistemological beliefs and their work with ICTs. Hennessy, Ruthven & Brindley (2005) study teachers’ views on the integration of ICTs according to their scientific specialities. Other studies on teaching practices with ICTs during the stage of schooling in question here, such as the study by Miller & Olson (1994), show how the introduction of computer applications in a class of six-year-old pupils responds to the consistency between those applications and a teacher’s overall educational approach, as well as to the appropriate dovetailing of the teaching procedures using the computers available and a teacher’s normal classroom routines. Furthermore, the cases featured in the work by Gimbert & Cristol (2004) describe the efforts made by several teachers in early childhood schooling to use different technological resources in the classroom, always with the aim of bringing their classroom practices in line with the curriculum’s requirements and, in turn, with the educational possibilities of each digital resource.

Therefore, by studying the teachers’ views on the role ICTs play in planning and teaching the curriculum, we aim to develop the following objectives:

1. Describe the views on curricular planning and ICTs expressed by the teachers involved in the project.

2. Analyse these views and their relationship with the activity patterns of the real classroom practices of those same teachers when they incorporate the use of ICTs.

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