Training in digital competence is one of the concerns in the educational sphere and, either at European, state and regional levels, policies have been developed for promote the responsible use of technologies in digital citizenship and, in particular, with minors and adolescents who live in a digital society. From Europe 2020 Strategy (European Commission, 2010), as well as the strategic framework: Education and Training 2020 (European Commission, 2009), it has been proposed a set of priorities that will be translated into national objectives for all member countries of the European Union, as a purpose for the year 2020. In this sense, following the European directives, in the Spanish context has been developed a roadmap in the field of Information and Communication Technologies (ICT) where it is expressed the need to include training proposals which allow the digital literacy of the students. The non-responsible use of technologies encourages the development of negative behaviors and this fact creates obstacles in school coexistence. That is why the terms digital citizenship and digital competence present a close link in current educational policies for the creation of healthy habits that allow the promotion of equity, social cohesion and active citizenship (European Commission, 2009). In this way, following the purposes established by the Spanish Organic Law for the Improvement of Educational Quality (LOMCE, 2013), it is posed the need for include training through the Strategic Plan for School Coexistence (MECD, 2016) on citizenship, security and coexistence directed at educational community. Despite the educational measures proposed by the different public spaces of the administration, the number of students suffering the consequences of misuse of technologies continues to grow (Garmendia, Jiménez, Casado, & Mascheroni, 2016; World Economic Forum, 2017). This non-responsible use generate many risks such as cyberbullying, addiction to technology, sexting, identity theft, grooming, phishing, piracy ... which, in some cases, end in suicide. In this way, we consider the need to deepen on the subject and know the educational reality on the use of technology in relation to risks and consequences. Due to all the above, our work’s aim is to analyzethe habits of use of technologies by students of Compulsory Secondary Education (ESO) and university, in addition to know what is their opinion in relation to the use of mobile devices in the teaching process and learning in educational centers.