ICT Infrastructure in Early Childhood and Primary Education Centers: Availability and Types According to the Perception of Preservice Teachers on Internship

This study analyzes the ICT infrastructure in teaching practice centers from the perspective of students enrolled in early childhood and primary education degree programs at a Spanish university during the 2024–2025 academic year. A quantitative, cross-sectional design was employed. A questionnaire was distributed to all first- to fourth-year students via the university platform, with a sample of 556 participants. The data collection instrument consisted of an ad hoc adaptation and extension of the validated EdSocEval_V2 questionnaire, ensuring factorial validity. It was used to examine the availability of technological resources for communication and digital management, together with personal and contextual variables to support data classification. Results indicate high availability of basic digital resources, including projectors, Wi-Fi, interactive whiteboards, printers, alongside limited access to robotics, digital tablets, and classrooms of the future. High homogeneity was observed in communication and digital management resources, such as websites, virtual learning environments and corporate email. MANOVA analyses revealed that students perceive ICT infrastructure to be more integrated at higher levels of primary education, with no significant differences based on school ownership. Binary logistic regressions showed that school ownership predicts the availability of certain ICT resources, with private schools exhibiting lower network presence.