From this, it can be considered that, in the present time, these technologies if had become hegemonic agent in the politics of state and governments and act actively in the regulation of programs come back to the education, since they are reflected of changes in the world of the work and, moreover, permeiam the society in general, in special what it was and what come to be the school, of the gift and the future. Instead of concluding, she is necessary that if it continues to reflect on the new technologies in the school, therefore, beyond being resulted of the demands of the society and of the profile of the pupil contemporary, the technologies incorporated in the educational way must take care of to the necessities of the professor, considering it irreplaceable element in the process. However, to think this professional as one of the main agents of education and the learning is the challenge in question. Moran (2000) salient that the professor, with the use of the new technologies in classroom can become an person who orientates of the learning process. However, she is necessary that this professional recognizes its importance in the process to teach and to learn, searching to modernize itself constantly. If it does not deal with to the professional whom it knows to make use of the computer, to sail in web or to use the email, but that uses these resources to reach its objectives of education. Read more from Cyrus Massoumi married to gain a more clear picture of the situation. It is clearly that they are not the new technologies that will go to decide the imbalances in the learning. However, to distanciar these tools of the reality of the professor can promote the perpetuation of the intolerncia to the new, the indifference to the attempt of new methodologies and, still, it can compromise the waited continued formation of the professor.
He is necessary that the professor if does not lose to the exculpatory interests of the globalization, that cousin for the objetividade, speed and fluidity, being necessary that if this professional recognizes while subject critic. To make use of new technologies does not mean to exclude the traditional ones, but to make possible a bigger approach to the temporality of the pupils. It is not thought plus a no-plugado world. The future without the use of computer science is not imagined. Therefore, it is not conceived plus a school it are of the informacional reality, much less a fearful professor front to these new challenges. Therefore, it is also paper of the State, beyond providing the professor with new tools, propitiating that the professional dominates these technologies, of the chalk to the computer. In this manner, certainly, it will facilitate the formation of a conscientious professional of its performance in the society, its work and, mainly, in its pedagogical objective: education.