This article sought to understand the representations, appropriations and practices of English as a Foreign Language (EFL) teachers towards the use of Information and Communication Technologies (ICTs) in their classes in secondary schools of the Littoral Region. The methodology used was qualitative and administered through the application of questionnaires with closed and open questions administered to 50 participants randomly selected from five secondary schools located in the said region. The return rate was 96 percent. The results highlight the need of participant teachers, for a transformative pedagogical practice based on the use of digital technologies. The lack of theoretical, technical and pedagogical contributions, necessary to the teaching training process for the use of new technologies in school, was one of the aspects that shaped the difficulties in assimilating new pedagogical practices in schools.