Teachers' perceptions of the use of information and communication technology (ICT) profoundly influence how children experience ICT-supported activities in kindergartens. In China, given that the adoption of ICT in educational settings has been part of national development goals, kindergarten teachers' perceptions of it deserve more in-depth investigations. This qualitative research study discusses how 15 teachers from three kindergartens in China perceived the use of ICT in their teaching. Drawing on individual interviews and document analysis, the study found participants used various ICT devices for different purposes. Participants were generally positive about the value of ICT in accomplishing "teaching" tasks. The researcher developed three themes in relation to ICT use based on thematic analysis: ICT as a useful presenting tool; as a documentation and communication tool; and as a classroom-management tool. Further analysis identified participants' complicated conceptualisation of teaching, mechanical use of ICT, and simplistic understanding of ICT-supported teaching and learning. The ecological theory supported data analysis by illustrating the interrelated factors shaping teacher perceptions. By unpacking and problematising those perceptions, this study has implications for future practice and policymaking.