The study focuses on the uses of ICT by preservice and practicing teachers. Taking into account the Raby’s model (2004), data show that the personal and professional uses by preservice teachers, regardless of their year of training, are similar to those of practicing teachers. Besides, a progressive increase in use from students to teachers is noted. However, only the latter reports pedagogical uses that fall within the appropriation phase, which means common activities in an active and meaningful learning environment. Avenues to improve initial training are proposed.