Long and nothing new is the debate between apocalyptic and integrated.

Any chang es humanity has experienced in its historical development brought with it an end less theoretical analysis legitimized or boycotted the new scene of the real. Ea ch new paradigm (understood as that model of thought that runs through the body of knowledge over a period of time) was accepted as evolution and progress while guarded with suspicion. In this sense, education was not and is exempt from rev iew and criticism. But since they already anticipate that this criticism has had to settle for very small gains, because the resistance, in this case are many a nd varied. We all agree that education (and talk about our country) was instrume ntal in building the national imaginary, of Argentina, ultimately, our idiosyncr asies. Knowledge is passed on from generation to generation for over two centuri es through the same educational dynamics. The teacher, as the sole spokesman of knowledge, transmitting it to their students through a standardized academic str ucture. The truth is that no matter how old something is wrong and contrary to g ood again. The critical perspective we should always serve as a sieve to make us desasnar different discourses and thus achieve a thinking product of interpreta tion, and not propaganda. Having said that, I suggest we go into what is the pur pose of this article: outline some ideas on the introduction of new technologies in education. The debate was initiated on television back in the 90s today with an educational channel operated from within the Ministry of Education, with pro grams that encourage schools to film their contingencies and others, at a time w hen film and education educational interest were declared, it continues to debat e its validity as a teaching tool. If there are sectors including television wit hin the so-called new technologies, it is difficult to see which position fits i n this context the use of Internet. In this sense, authors such as José Luis Ro drÍguez Illera compared the interaction that occurs between students with both the television and the computer. Illera concludes that the computer appears a ph enomenon more akin to the reading process as opposed to TV where there is what h e calls "vision." Much has been made of the information society, knowledge of an interconnected world, without borders. Nicholas Negroponte (American scholar), for example, is one of many that promise optimistic confessed idyllic future of the labor and technology gurus like Bill Gates. Utopian Visions so naive and som etimes not worth further development. In particular, it is almost foolish to den y the existence of what Adell, Jordi points in their texts, the existence of vir tual communities, interactivity, and especially the so-called "Learning Society. " Decades ago, perceived learning (understood as the knowledge acquired at schoo l once and forever) and how to prepare for the rest of life was the norm. Until then, the changes were relatively slow and the future could be foreseen with any degree of certainty. Today, as we mark Adell, Jordi, lifelong learning "life lo ng learning" and less asymmetrical and educational dynamics are the rule. But be ware, do not make the mistake of falling into the naivete to which we referred a bove lines, do not forget to have the critical eye that leads us (as Bourdieu sa ys) to look at the circus and not be part him. Adell, Jordi and Manuel Moreira Area tell of dangers. If we make some analy tical reading, just unveiled may not perceive the downside of all this. If you o nly attack the old educational practices and we took the train from globalizatio n frenzy that education can be in private hands, reduced to a commodity again, t o market a product, and in this sense students and educators would be reduced to mere consumers. Now I lawful concluding point out certain issues that should no t escape our entelechy. Whether we like it or not, many young (as he says Moreir a Area), today, more access to education outside the school context. This leads to the existence of what the author calls "technological illiteracy." In the wor ds of Adell, Jordi there is a battle between "Infor vs infopobres." Without doub t, this gap is not only a consequence of differences offered us by society in wh ich we live, however we must continue struggling for education circumvent these inequities that are legitimated by the state. The new information technologies a nd integrated communications to school€the classroom should be a tool of freedo m and no more than one submission.