Educational paradigms existing are currently being shaken by new skills, connected devices
and digital tools, forcing education to consider the opportunities that technology offers and
the digital competences that it implies. The study presented shows empirical evidences on
how students are developing these skills in informal scenarios, spending much time on the
Internet, while, these competences, even being recognized by legislation with equal
importance than others, are not being developed by educational system in Spain. The
research is applied on a sample of 678 Primary School students and the main scope is
analysing the use and frequency of use of ICT and its degree of integration into everyday
activities in informal scenarios. Ex-post-facto methodologies are used through quantitative
techniques, an ad hoc questionnaire has being designed as a tool for data collection. Results
point to a generation of students who have acquired digital skills before having fully acquired
the reading-writing skills. Data collected evidence, as well, that students use all kind of
devices, surf the Internet, take pictures, edit them, download applications and search for
tutorials in You Tube. Taking into account the results obtained the curricular inclusion of
digital competence beyond its legal descriptive recognition is proposed