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