The Information Society has entered in every aspect of modern culture, and education has been a central field of innovation. In the past years, governments around the globe implement different projects to include ICT (Information and Communication Technologies) in education. The most popular initiatives are the distribution of notebooks or laptops among the students following a 1:1 model that has been popularized by Nicholas Negroponte initiative One Laptop Per Child program. This paper proposes a model to analyze the ICT appropriation in young students and reflect their ideas towards technology in two groups of young middle school students of different public institutes of Buenos Aires city, an elite school (Carlos Pellegrini) and a technical school (Escuela Técnica 27). The analysis will be around a specific national project: Plan Conectar Igualdad (PCI), the Argentinean public policy of ICT in education that delivered more than 5 million netbooks to secondary school students. Conectar Igualdad was presented in 2010 as an integral plan of ICT educational inclusion, but this plan is usually represented as a netbook delivery program. This “technological synecdoche” phenomenon ignores the multiple aspects of PCI, and this synecdoche is bigger where the program works worse and smaller where the program works better. The model proposed on this paper includes different dimensions of the concept “digital appropriation” to research in young students’ discourses with a focus group methodology: media consumption, social classes, and social representations. These three dimensions will be analyzed though three mediators: family, peers (friends and schoolmates) and school. The objective of this model is to distinguish different approaches to technologies in “the youth”, a group that is frequently considered as a whole. This paper will test the methodology proposed and depict similitudes and differences on ICT and youth relationship.