This study seeks to contribute to the understanding of learning shaped by the Internet, considering the affordances for secondary students. A case study was conducted with eight 15- and 16-year-old students from the Region of Araucanía, south of Chile, using a digital log and individual semi-structured interviews, before and during the pandemic. Through a thematic analysis of students' narratives, it was found that in formal learning contexts, students utilized the Internet to complete homework assignments and projects, understand academic content through multimedia resources, and communicate synchronously and asynchronously with peers and teachers, overcoming challenges in Internet access, particularly in rural areas. In informal learning contexts, students acquired new content and developed skills aligned with personal interests, benefiting those from low socio-economic backgrounds or rural settings. While these affordances existed before the pandemic, they became more evident and frequent during it, showcasing opportunities to leverage the Internet for learning and teaching. Future research should also explore how teachers are adapting their pedagogical approaches in response to the integration of the Internet into students' learning environments.