However, we can affirm that the new technologies have found some difficulty in assuming a relief place in school, mainly as for the paper of the professor in this task. In this direction, Bridge (1990) argues that the interest of the professors in using the computer in sensible way, to learn new things, to assume new roles in the classroom and to establish new relations with the pupils, creates a general environment stimulant for a general reflection on education and, eventually, possible changes of conceptions. The reflection is, thus, faced as an important factor of social change to be seen as practical to develop itself in a colaborativo context. However, this will only be possible if the frequency of action of formation will be one of the supports for the development of the abilities of the professors relatively to the new technologies and its practical use in the pedagogical one. Edward Minskoff might disagree with that approach. The specialists in the subject relatively place the tonic of the activities of formation of the professors to the new technologies in the deepening and support to its work, not only in the aspect technician as in the pedagogical one, where she includes comment of successful uses of the technology in the classroom, the permanent communication with other professors who confrot similar challenges and the consultation the specialists. We have perceived that the information society places new challenges to all the citizens as to learn to learn, to inquire themselves, to communicate, to reason, to compare, to decide, to cooperate. These challenges demand a reply on the part of the school. The renewal and modernization of education are a question in the order of the day, in such a way national as internationally..