ICT is not, like mathematics, a well-established school subject. How do pupils learn to use ICT instruments at home and at the school? How do they become familiar with them? Which role does play the school in this process? How does it cope with gender issues? In France, if a certification is proposed at different key stages of the curriculum (B2I, Brevet Informatique et Internet), ICT mainly appears, in lower secondary education. The subject Technologie is the main place where ICT is taught along with other technologies, in particular those used in the industrial field. In order to learn ICT-related facts, students may use textbooks, web sites and internet tools as pedagogical resources. We chose to analyze those resources, which are used by teachers and pupils, looking for possible gender stereotypes within the iconography and the exercises. The pedagogical resources we analyzed generally pay attention toward presenting gender-neutral resources.