While considering teacher education that aims to follow the society and cultural development together with the advent of the digital age, there is the need to critically analyze the Teacher Education Courses in order to help them to be prepared for the challenge of planning, thinking, acting and changing with the intention of providing young students the possibility to expand knowledge and to have equal opportunity to interact in contemporary society through the use of Information and Communication Technologies. For this reason this study aims to investigate conflicts and contradictions of future English teachers that may emerge from the Extension Course Activity for use of digital technology tools in English Language short course for children as well as possible contributions of the conflict and contradictions founded to their education as teachers. This is a qualitative study and in order to develop this investigation different tools have been used such as questionnaires, recorded meetings, researcher teacher field notes, recorded reflexive sessions, interview. The theoretical framework of this research is based on language teacher education (GIMENEZ, 2013; GIMENEZ e FURTOSO, 2008; GATTI, 2010; SANTOS e JUSTINA, 2015, among others.), English Language to children (CAMERON, 2001; SANTOS, 2009; ROCHA, 2009, 2010; TONELLI e CRISTÓVÃO, 2010, to mention a few.), the use of technologies (PRENSKI, 2001; GERVAI, 2004; MAYRINK e ALBUQUERUE-COSTA, 2013; MAYRINK, RODRIGUES e BINHOLO, 2013, among others.) and also the Activity Theory (VYGOTSKY, 1998; LEONTIEV, 1981; ENGESTRÖM, 1987, 2010). The results indicate that the experience with the Extension Course enabled teachers in initial education and teacher educator to discuss and reflect on the use of technologcal tools in teaching English to children. The process of planning, reflection, action and change were characterized by the existence of conflicts and contradictions that emerged of this Activity system (Extension Course) and these seem to contribute to the process of initial education of participants. Thus, it is possible to understand that conflicts and contradictions in a theoretical and practical process in different educational context provide the engagement in finding solutions and in this process the reflection and the possibility of action to change were very important.