"This paper will deal with the transformations which are taking place inphysical, social, psychological and symbolic environments because of theuse of the Information Technology, with special reference to those related to the educational field.Information Technology is a new field of study and application which inte-grates the use of computers, microelectronics and telecommunications, inorder to produce, store, process, retrieve and transmit information. Thisfield is making such advance in post-industrial societies that we argue thatit needs to be taken Into account for various reasons. Firstly, because important changes are being produced in the labour mar-ket, each time another profession becomes Involved in tasks related to theprocessing of computerised information. The use of Information Technologydevises even in traditional jobs and professions, rather than increasing ordecreasing skill levels,is producing changes in the quality of skills re-quired. (Adler, 1983)Secondly, the same Educational System, which is in charge, in principle, ofeducating people able to cope with present and future life, has to bear thistransformations in mind. Apparently, one of the most necessary labour andsocial skills in societies undergoing technological changes is the ability todeal with change itself (Grubb, 1988). So educational institutions shouldprovide the appropriate learning environments in order to faciliate studentsthe development of skills and knowledge that can be used in a variety of set-tings.Thirdly, Because in the School itself an important part of the tasks per-formed have to do with the process of collecting, storing, processing,retrieving and transmitting information. Information which is convertedinto "knowledge" when pupils organise it for use in a given context. At thepresent time, in a world were in a single day is produced, collected, storedand transmitted, through different media, more information than a personcan significantly understand in her/his whole life, the challenge of Schooldoes not seem any more to lie on giving pupils information but on helpingthem to develop their own criteria and skills to select the sources of infor-mation, understand it and being able to use it to analyse problems and makejudgements about related topics (Harmon, et als., 1988).Finally, we argue that the use of Information Technology itself in the teach-ing and learning process can question the traditional conception on teachingheavily based upon the teacher as a privileged element of information trans-mission and the School as the only place where the children have access torelevant knowledge."