The introduction of Information and Communications Technologies (ICT) in the educational sphere is becoming more and more essential due to its potential as a pedagogical tool. This study aims to evaluate some factors that facilitate and hinder the pedagogical use of ICT in the context of learning English as a second language (L2) at preschool education levels. Through the methodology of Design Thinking, it is possible to structure the characteristics that a playful interface should have in order to support this educational process and, especially, to satisfy the needs of an environment that intends to make the most of the technological resources it has. To this end, this methodology takes into account the experience of direct users (children), indirect users (teachers) and the socio-economic dimension of educational centres, headed by managers. In this sense, two "ad hoc" questionnaires were completed by the school executives and teachers, respectively, in a specific educational context of Barranquilla, Colombia. The questionnaires were administered to 25 schools. Data analysis showed the importance of ICT in improving the teaching and assessment process. At the same time, it shows the levels of frustration of some teachers who use technologies with low levels of training or with self-generated content that limit the use of ICT in an appropriate way. These results will outline a number of characteristics that should be considered when implementing actions to improve the teaching of English in the classroom using digital tools.