The digital divide in Latin America is, in part, rooted in unequal access stemming from enormous differences in the availability of equipment. But it also has to do with how pupils use and can benefit from such equipment. At this other level, inequality is evidenced in different levels of ability to use ICT productively and take advantage of their potential for developing the competencies and skills that are increasingly necessary for integration in the globalized world (Sunkel and Trucco, 2010).