The entrance of ICT, MM and computer programmes in the didactic environment, has given young people different new ways of interacting with information and knowledge compared with previous generations.

Results from many studies and learning theories (e.g. constructivism, cognitivism, intrinsic motivation, locus of control) show that students learn best:

	when they are engaged in what they are studying
	feel in control of their own learning process
	have the freedom and the responsibility to make decisions

The capacity of the user to learn and construct a wide and varied knowledge base is derived from their ability to effectively compare and interpret all the varied elements of the available information. Effective comparison and interpretation are based on their own experience. ICT and MM facilitate this capacity by providing a comprehensive array of elements and a greater range of experience. ICT and MM define and promote an "active role" for the learner in all phases of the learning process.

Teachers are in the process of changing or defining their role and becoming guides, advisers, counsellors, mediators and facilitators in the learning process of their students. A teacher is someone who organises, observes, stimulates, assesses and fosters the various learning processes of their students, ready to take remedial action whenever necessary. Having a computer in the classroom, forces many teachers to change their role, forces them to think how to use it in an effective way, and make them reflect in terms of timing and basic organisation of resources and space.

For teachers accepting their new role, there is great reversal benefit as they gain many valuable insights into new and independent learning processes. They can redefine their role as providers of information and structural supporters to the process, without placing undue and unfounded constraints on the individual needs or progress of the ICT student. Furthermore, their knowledge and experience is a valuable resource - incorporated effectively - offers further dimensions and elements to the overall learning programme.

The teachers role in providing a structural and supportive approach to ICT is crucial. Ideally the learning process becomes a mutually beneficial partnership between student and teacher, with both parties able to explore new areas of learning, as well as new aspects of prior knowledge.

A further advantage is an effective exchange of views and ideas amongst class mates. They perform together an exercise promoting their understanding and knowledge of the principles behind the learning process. Effective communication demands a certain level of understanding. Working in compatible groups - particularly pairs - facilitates shared learning. In addition, collective responsibility lowers the individual fear of failure and censorship by others, while at the same time promotes "peer based" critique and the ability to learn from ones own and others mistakes.