New generations incorporate technologies into their normal operations; however, this may not always positively impacts the learning environment. Faced with this phenomenon, the present research tries to verify if the possession, knowledge and use of technology are associated with the views and positive attitudes towards their instrumental use in academic spaces, and if there is any relationship with the users ́ thinking styles; and with the positive attitudes and pointsof view on ICT for solving problems. This was anexploratory research, not an experimental one. On a sample of 94 students, two instruments were applied: Thinking Styles Inventory and some issues related to ICT. The results showed that technological tools are important and necessary to improve learning. It was noted that there is a favorable opinion towards ICT as a mean to facilitate and enhance learning, due to the relationship between technological equipment, use of tools, knowledge and attitude towards them. In general, positive judgments about the technological tools are associated with an attitude that promotes academic use. The value judgment that students have about ICT correlates significantly with the attitude they have about their use in solving problems. Although the thinking styles, they do not have connection with the ownership, using and knowledge of technological tools; it seems that regardless on the student's way of thinking; on the contrary, they manipulates the technological tools depending on the answer they can give to their needs. Ifthis relates to the students thinking and their predisposition towards technology, it is an interesting combination that teachers can use to generate instructional strategies to strengthen and consolidate the educational processes.