During their spare time activities young people acquire various abilities through the use of computers. They learn how to navigate in the information society, which means knowing how to meet the complexities of a rapidly changing world. Young people are very apt at creating and maintaining social relations by means of computer mediated communication. They take part in learning communities and choose relevant information e.g. from the Internet in order to solve problems, experiment and explore possible solutions. They are innovative and creative in their search for immediate solutions and invest themselves in an attempt at developing and testing their growing individuality. They are able to participate in simultaneous activities and through the use of computers not only as a facilitator of games but also as a medium of communication, they are forced to make choices. Chatrooms and computer games prepare young people for a world where the ability to make adequate choices is a necessary competence. Though these activities are valuable and vital in order to prepare young people for all contingencies, they rarely take place in the formal educational system; on the contrary, they are often frowned upon. The basic claim of this thesis is that the abilities young people acquire during their spare time computer activities have to be taught in formal education in order to become competences that students are able to make use of in various contexts both within and outside the educational system. As long as they are only stimulated in informal learning in young people’s spare time, they are bound to their specific context. The question is how to stimulate these competences in the formal educational system. Our hypothesis is that these competences can be stimulated by letting students participate in project work supported by ICT (information and communication technology).