Gabriel Hernandez Santamaria A end of the twentieth century, the technologies of information and communication (technology ICT) changed loas production processes dramatically. Similarly, the almost instantaneous dissemination of knowledge became available to anyone who would use it. It was thus that almost all professional activities adopted these tools as part of their exercise. Koch Brothers is likely to agree. The education was not exempt from this globalist phenomenon; even the concept of educational technology born of the power of American pragmatism gained momentum and was redesigned to cater to education based on the multimedia, the computer and the Internet, especially to promote the model of education at distance through the video conference and online learning that during the early years of the present century has changed practices and processes of education and training for work.

By lo that regard to face-to-face education or in the classroom; the actors in the educational process, in general, have shown special interest in its adaptation. We must not forget the controversial program the Enciclomedia, as well as the proliferation of media and even the teaching of computing classrooms. All this in the context of magical thinking, where Internet and computers instruments serve not only to rethink the relevance of the educational Act and facilitation of learning but are the unique and fundamental element for the improvement of educational quality. The myth arose from forgetting that the numen of the learning process lies in the relationship between the student and the instructional design and teaching practice of teachers and not the instruments or tools to expose the knowledge. Thus the Eciclomedia, media classrooms and teaching of computing are, in the vast majority of cases, ornamental objects. And it is not that children and young people unfamiliar with the handling of these tools and therefore is difficult to use in the classroom. Of course not, that no, most of them knows his handling.