There is a gap between ICT expectations and opportunities in teaching training processes, and what is actually observed in classroom practices. In initial teaching training (ITT), this issue becomes even more important, as a result of the asymmetric relationship between the abundant social uses of ICTs, their widespread presence in the school system and the low impact on the processes of Training of those who study a Pedagogical career. In order to find new answers to this problem, this research focusses on the way in which digital technologies are used in the final primary teaching practicum. This analysis makes possible to characterize the ways in which ICTs are incorporated regarding innovation, both in its pedagogical aspects for teachers and students' interactions; as well as in technological perspectives concerning learning tools. Methodologically, we used a multiple case research design in instrumental modality and interpretative elaboration, with a systematic follow-up of the practices carried out by 8 pre-teachers throughout a learning unit; For this purpose, the lessons were recorded using audios of the teacher's speech and non-participant observation records. The evidence was systematized and analysed due to elaborated dense descriptions of the classes, based on the relation between speech-observation. The results show, on one side, that activities with ICT promoted by teachers in pre-service programmes contribute to the development of cognitive levels concerning remembering, understanding and applying. On the other, the abilities developed by the students when using them are related with reminding, identifying, searching, presenting or representing information. Finally, a new aspect came out related to different ICT uses which clearly go quite beyond the pre-service teachers' own expectations.