Higher education institutions encourage the use of computers and of the internet for accessing content, assignments, exam results and collaborative learning work. Our study focuses on the university students' attitudes towards the use of computers, internet and smartphones in relationship with the field of studies, age, gender, academic performance. The research is a descriptive and correlational one. The participants were 685 female and male university students, enrolled in Sciences and Humanities, distributed in two studies which conducted at a distance of four years. The instruments used were the following: CARS, (Heinssen, Glass, & Knight, 1987), the IAS (Nickel and Pinto (1986), CAS (Compeau, & Higgins, 1995), some scales of MTUAS (Rosen, Whaling, Carrier, Cheever, & Rokkum, 2013) and of USLS (Rung, Wranke, and Mattheos, 2014). The results showed significant differences between male and female students concerning the use and attitudes towards computers, internet and smartphones. But the self-efficacy is the same with males and females, conventional and nonconventional students, respectively. The positive and negative attitudes and task switching are equal for the two genders, and the academic performance is associated with a part of the activities performed on Facebook. The findings are discussed in connection with the learning situations, the multitasking tendencies and the use of technologies for social and private activities.