Self-regulation on the part of students regarding the use or adoption of technologies is generally directed as a process of dynamic transitions between roles in life, the environment, globalization and ICTs. The objective of this study was to provide a framework to determine the interrelation of activation of the use of ICTs by students in the context of the evaluation of general competences through project-oriented learning. We worked with a sample of 93 students. An experimental design of random sampling was used. In the analysis of results, the degree of use of ICTs according to the convergence model is demonstrated [1]. Consequently, self-regulation training facilitates students to use strategies related to reflective learning in their own personal work environment and collaborative network work environment.
