Changing needs of economic and social development have been urging governments to emphasize the contribution of education to a wide range of newly required skills and competencies. “21st Century skills” are considered to be key enablers of responsible citizenship in a knowledge-based economy. It is, therefore, relevant to assess and compare how education systems are dealing with technology integration in education, particularly in terms of securing and improving access, enhancing a wide range of educational and managerial uses, and monitoring the effects and impacts on the development of critical technology-related skills and competencies. Based on these considerations, the current study focuses on the impact of students’ computer use on their achievement in science controlling for students and school characteristics. Competencies in using new technologies differ across population clusters, e.g. gender (Mediappro, 2005) or SES (Pedrò, 2009). Computer use is introduced into the analysis considering three dimensions: the frequency of use, the experience in using this device as well as the place where the computer is used (at home, at school or both).