Our thesis is driven by the following question : To what extent does initial training for Information and Communication Technologies (ICT) for future school teachers develop their ICT skills ? After defining the concept of competence through an initial linguistic approach, we conduct a review of the literature which leads us to define what competence is, in the field of ICT. Moreover, after a historical review of the inclusion of ICT in the French school system, we consider along the line the training process for the Certification schemes (C2i) now required for all university students, and compulsory for a professional training in education. The methodological framework is based on a case study of a Parisian university. Observations, interviews, questionnaires and proficiency tests have been conducted. An innovation in data collection lies in exploiting the possibilities of the digital pen : through dot-paper-based tests reflecting spreadsheet skills, we go through a careful study of the time-stamped data transcribing the behavior of the test subjects. The initial training of future primary school teachers thus analyzed, appears to lead to the appropriation of certain skills to the trainees, and their awareness of new uses. However, the validity of the assessment for obtaining the C2i is questioned, considering the special status of prospective teachers on the one hand, and the Spreadsheet being part of the minimal training in ICT on the other.
