Professors who had had its academic formation or concluded technique and that after they had kept its prxis pedagogical based in it had been surprised at the new panorama in the schools where the pupils had access to the first information, and interests come back toward a world who allowed liberty of speech them, exchange of information, leisure etc. it Was installed provocation: what to make with the cellular devices of the pupils? the technological resources of the school? The DVD of the school is not only enough? How to use the computer science laboratory that the government ordered to install? As to place as much technology information in my planning? This it goes to give certain? A gap was established enters professor pupil technologies contemporaries. Professionals of vanguard, media specialized in education try to fill this vacuum acess environment, being the Internet a great one to these information, so that the public education obtained to modernize itself, qualifications had been also made, however the resistncias to the new are great, have professors who they question these equipment and its effectiveness, he has others adopt that them to fill gaps in the planning, and has the ones that believe that technologies contemporaries are entertainment source, desvirtuando inestimable objectives that if could reach with a coherent and rational use as Almeida (2011) in its article standes out on the proficiency in the Internet use in the art; ' ' Not to explore virtual quantities, the available navigation and tools before presenting them it the pupils. Beyond delaying the lesson the children are lost, without one model to be based. When planning a work reserves a time to know sites' well; '. As in any practical pedagogical a multicriteria planning condizente with the objectives is basic to get a result, the technologies will not go even so because the professor desires only to the picture and chalk the mimegrafo and in the maximum the DVD use, resources where if it feels comfortable.