The article explores the effects of a digital inclusion policy, the Programa Conectar Igualdad (pci), in the frames of a school in the city of La Plata. Using the perspective of the ethnography of public policies, analyzes this policy as an artifact in construction and in dispute between the actors involved in its implementation. The objective is to present the positions of teachers and students before the arrival of pci netbooks to their school, to understand how in the first months of implementation of the pci emerge tensions around the meanings of the program that will condition its further development. In particular it focuses on analyzing: a) the game of previous expectations; b) the dynamics of incorporation of the new digital technologies in the interaction in the classroom; c) the new problems that this enables for the teaching work.