Societal change and prescriptions in curricula demand a change in educationalpractice. This can create conflicts between practitioners’ usual practices (norms)and those prescribed by curricula. One example is the introduction of Informationand Communication Technology (ICT) into preschool practice. Hence, our aim isto analyse how norms are used as arguments for or against using computers inpreschool practice. Data consist of naturalistic texts from 31 preschool teacherstudents revealing their experiences in attempting to embed computers intopractice. Results show ambivalence to computer use. Two lines of argumentsemerged: one embracing the new technology, the other rejecting this newtechnology. The following arguments were made to justify ICT in preschool: thechild as a citizen, the competent child and the active child. Concern wasexpressed between the teacher’s need for control and the child’s need forindependence and guidance.