This research sought to characterize the real use of ICT and the promotion of its academic use among the students of the last high school cycle. To this end, this research conceptualized the use of ICT as a set of mediation tools involved in teaching-learning processes. In this way, e-competencies were delimited and classified so as to understand the co-association component as pedagogical action. From the qualitative approach, particularly by using the action-research method, the real uses of ICT were characterized according to the context of the population studied. Additionally, a pedagogical action was implemented. Two are the the main results of this study. The first one ¡s the divergence between the common notion about high school students as knowledgeable users of ICT and the real use of ICT made by them in their academic commitments. The second result ¡s the positive effect caused on the high school students when the use such technologies goes beyond the sole communicative sphere and the use of them takes place within the daily educational processes at the school. Deepening into their notion of ICT, the high school students found these technologies as useful tools to enrich their daily academic activities, as well as they established an integrative use of them both in school and work life. Likewise, the students identified the need to improve their teamwork and collaborative skills in conjunction with the ¡improvement of the skillful use of their technological devices.