ABSTRACT
This chapter focuses on 'learning with ICT' rather than 'learning about ICT'. The aim is to encourage readers to reflect firstly on education and secondly on the use of ICT in learning. We shall do this by presenting, in outline, two apparently extreme philosophies behind the use of ICT from which the reader can choose to define his/her own position. They are those in which knowledge is acquired by conditioning and where knowledge is seen simply as a process.
