The technology supplies an excellent platform, a conceptual environment, in which the children can collect information in some formats and, then to organize, to visualize, to bind and to discover relations between facts and events. The pupils can use the same technologies to communicate its ideas to other people, to argue and to criticize its perspectives, to persuade and to teach other people and to add bigger levels of understanding its knowledge in expansion. Thus, the learning passes to be seen as something that the pupil makes and not something that is made for it. For this, the professors must constantly take decisions on that aspects to teach, to relate, to question, to retake, to stimulate, to manipulate, to argue, to memorize and to correct, before passing to the other contents and mainly to recognize its limitations. The professors already cannot more choose between using or not using, to like or not to like computers. The market of work, the universities and the parents of the pupils demand a pertaining to school formation that becomes the young capable to interpret an amount more than each time information.
Computer science as it disciplines deals with the process of information, we can affirm that the proper technology if transformed into a learning object. It fits to the professors and the school to find an interaction between education, the social necessity of the pupils, experiences and the use of the computer. The pupils need to be involved with the teach-learning process, with used software, the scenes and the proposals, need to be coherent with its day-by-day. In accordance with Pipe (1998), ‘ ‘ Educative software is a set of projected informticos resources with the intention to be used in context of education of aprendizagem’ ‘ . (p.169).
It is important and necessary to analyze, of multicriteria form, softwares launched as pedagogical programs in the market of computer science, before applying them as a didactic instrument that in the aid to reach the educational objectives in ampler way and that the borders of the classroom and the school. The Internet means many nets of communication different, that are directed and operated for a great amount of organizations, that are on, interconnected collectively and can be used as instrument of communication, research and production of knowledge. For the education, the Internet can be considered the most complete, including and complex tool of learning. The knowledge acquired for the Internet establishes a different dynamics of that finding in books, the use pedagogical of the nets offers to the pupils and professors the possibility of being able to clarify its long-distance doubts, the professor must be a facilitador of the knowledge, capable to guide the pupils, guiding them to select and to contextualizar what it is excellent in the sea of available information. The main tools of the Internet, possess pedagogical applications and assist in the changes of the classrooms and can be: educational resource, instrument of communication, accomplishment of projects, conveyance of contents, aid to the research and the professional development of the professors. The good professional in the current days defines itself for capacity to find and to associate information, to work in group and of if communicating with nimbleness. The pupil whom to know to deal with unexpected and if adapting quickly to the changes, making research and to interpret the data, will have a good future.