There has recently been a big development and progress in the technological field, and this has affected all the vital spheres. Because of that, Education becomes a fundamental pillar to develop digital competences, which allow children become active and participative citizens in the modern society. Due to the technological imperative, which dominates the digital era, a big amount of proposals and politics have appeared to regulate the digital technologies used in education. In this sense, many countries have incorporated educational politics based on “One Laptop per Child” Model. This is the case of Spain, which in its 2006 Organic Law of Education (LOE) established, for the first time, the so-called “Handling Information and Digital Competence”. In 2009, the State promoted the program “Plan Escuela 2.0”, whose aim is implementing the 21st Century and digital classrooms with technological infrastructure and connectivity. The Autonomous Community of Galicia took this program, which is set it in the “Abalar” Project. So, a big amount of classrooms of different Galician schools are technologically immerse in the “One Laptop per Child” Model.
Beyond the operational and administrative analysis, that are also necessary, the situation of the laptops into the classrooms needs a reflection about the reality in each school and a contextual analysis (Casablancas, 2014).
With the aim to understand and describe the organizational classroom transformations that happen (or not), with the incorporation of the digital technologies in schools, to develop the digital competence, we wonder: what happens in our schools?
In this paper, we concretely focus on the organizational changes required by the incorporation of digital technologies in the curriculum and classrooms. These changes are based on the evidence that the new educational scene is distinguished for having in each classroom the technological devices (mini laptops, DIB –digital interactive board-, wireless internet access); instead of moving to a specific and shared classroom (the computer lab) as it used to be before the “Abalar” Project.
Escolano (2000: 183) remembers us that spatial and temporal dimensions, as essential issues in the scholar culture, “are not simply abstract diagrams or structures in which the scholar action is . The scholar space is not only a , where the institutional education is placed, that is to say, a scene designed from exclusive and formal premises, in which the agents that act in teaching-learning process are to execute a determinate assortment of actions”.
The classroom's space is by itself a discourse stablished in its materiality, organization, discipline, social control, symbols, representations and value system.
The schooll scene is an invisible  part of the curriculum. It is invisible because it is constituted as part of schooll shapes, they have always been there, as a common and natural experience that becomes familiar.  Its power is neither discussed nor considered, making it paradoxically more powerful  (Chartier, 2002).
In this space, historically constructed, the difficulty resides in incorporating the digital technologies, new devices for the school; and consequently, unknown devices for existing and familiar educational practices

The way in which the materials are organized in the classroom (desks, blackboard, tables…) give different and specific places to the teacher and pupils, and it  determines the social relations among them (Naranjo, 2011). That is why analyzing the space of the classroom suggests approaching  pupils and teachers, as active meaning producers, that contribute to the classroom space construction, as a social space.

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