Do digital skills amplify social inequalities?
In Uruguay, the Ceibal Plan has been implemented since 2008. This is a policy of digital inclusion in the primary and secondary public education characterized by universal provision of a computer per student and per teacher, students and teachers training on digital technologies, and generation of activities and contents relating digital technologies. This paper presents results about the role played by socio-economic inequalities on informational skills of young from Montevideo attending public schools. It concludes that digital technologies have not amplified social inequalities. As to whether they have contributed to reduce them, a number of arguments are presented which prevents from claiming it.