The integration of Information and Communication Technologies (ICT) at Secondary Education Centers responds to the demands of society and the need to train digitally literate citizens. However, reality tells us that, on occasions, it is mediated by aspects that generate limitations derived from teachers themselves, who recognize that themain reason for not using digital media inthe classroom is the dedication involved inintegrating them and the training required todo so. In this qualitative research, in-depth interviews were carried out with ten teachers who use ICT (“ProICT”) and teachers whodo not use them (“NICT”), so that they couldargue their reasons for not doing so. From the results obtained we detected that those whoare more in favor of using technologies in theclassroom point more to intrinsic reasons,such as attitude, dedication, and training,while those who use them less justify their decision not to use them to external factors such as lack of resources, technical problems, lack of time for training, class preparation oreven the reference group of students. Teachers emphasize that training in digital competence, to introduce technology in the classroom, is essential, means opting for a global training that involves integrating ICT in the teacher himself, in order to bring them later to the classroom.