The process of socio-digital inclusion through the distribution of equipment, from the perspective of in-service training provided by one of the projects articulated by public policies aimed at Information and Communication Technologies in the educational environment. This book, the result of a master's research project, analyses the contributions of the in-service training offered by the UCA Project to teachers' pedagogical practices. The data revealed the teachers' experiences linked to practice with the laptop, as well as the relationship between theory and practice obtained through the in-service training process, allowing us to understand how the process of socio-digital inclusion took place among those involved. The conclusion is that it is necessary to associate the projects implemented at the school with an intervention proposal aimed at a constant evaluation process in which the teachers are the protagonists, signalling the priority needs according to the school context in which they are inserted, which would undoubtedly provide a better direction for their future teaching practices.