Modern societies no longer focus their efforts only on the use and access to ICT, now they study the dimensions and criteria needed for a person to be considered media competent, yet a difference can be seen in the degree of competence depending on the technological access of said person. This research aimed to identify whether inequality in the use and access to ICT as to the variables: institutional funding and age influence the degree of media competence of students and faculty. Surveys were applied to high school students and teachers in Southern Ecuador, and by measuring the level of media competence through six dimensions, it was possible to observe that the level of students and their teachers competence did not vary significantly according to the type of school funding, be it private, public or co-financed even though private and co-financed schools have greater access to ICT. The results on the student’s degree of media competence according to their type of school funding, leads us to assume that students in private schools are not taking advantage of the ease of access to ICT as they should, much work needs to be done not only in the field of education, or in the efforts to implement technological tools, it also entails working hard at motivation for effective use of ICT, create dialogue spaces so that together teachers, parents and teens know the proper use of ICT and how this can enhance their social participation in a world increasingly digitized.