Abstract

The European Higher Education Area has been a salutary lesson for university professors. Only a decade ago, the teaching staff could not imagine the effect that the introduction of new channels of network information would have on the learning process. The change has been rapid and, in some cases, unexpected regarding the way of accessing the sources of knowledge. However, the effect of this innovation in the student's learning process through interactive material has not been fully evaluated. At the time of writing, the last oecd report on the application of new technologies to the learning process within the field of experimental sciences at non-university level was published. This marks the beginning of a new stage which should lead to the sharing of experiences and considerations about how educators and students actually make use of these tools. They are presented as a panacea for a sound learning, coherent with the digital era we live in. Although educators share their common concerns, it is also necessary to open up discussion of the consequences of this process. It has not only changed the way in which access is accessed, but also affects research carried out by university professors and ultimately the teaching activity.