The purpose of this article is to characterize the perspectives of high school students towards the services of the Technology for Learning and Knowledge (TAC by its abbreviation in Spanish), in particular, the educational software in chemistry. This characterization is based on a triangulation of the information between the institutional educational project of the Rafael Bernal Jimenez I.E.D. School and the data that was collected by means of three different qualitative techniques. Among the findings, we can highlight a break between the efficient use of TACs in educational settings, specifically in the teaching/learning of chemistry, and an adequate technological literacy. This fact limits the educational technology to a motivational factor that allows people to step out of the routine without achieving significant new knowledge. In addition, the general characteristics of the TACs are described in terms of design, construction, and the peripherals that respond to student feeling and not to the commercial dynamics of consumption. Finally, regarding the educational software, it should be noted that its design and construction should be based on the feelings of the students, recognizing the particularities and needs of their context with appropriate criteria for validation and approval, an aspect that is little used in the TACs, leaving aside not only the position of the students to whom they are supposed to be directed to, but also the possibility for the teacher to modify some criteria of the software in order to adapt them to the teaching strategy.
