Training programs integrating new technologies based on computer and electronic network are growing since few years. This development is not only because of technologies. Changes in the way to consider competencies management can also explain this phenomenon : training "just in time", "à la carte", competences portfolio, employability objectives, individual implication in his own training program, and lifelong learning perspective... bring new publics at universities and in education and training programs. Companies, universities, schools organize themselves to answer this new demand of training. In France, for instance, but as abroad, courses available on internet are growing and ICT and E-learning projects, virtual universities, abound. In the universities side, after series of local and pilot experiences in France, bigger projects have been developed since 2000 through the three National Ministry of education call for ICT projects on education. Nevertheless, number of ICT projects since 2001 (Western Governors University consortium in the US, the French publishor and productor multimedia Montparnasse Multimédia...) have failed because they didn't identify clearly the needs. The successful projects remains mostly small ones run at local levels (" Small is beautiful "). Those failure probe that if the market exists, it still not well defined and identified. And if the E-learning or new technologies fascinate, it's not enough to put courses on line in Internet to be insured to provide a good quality in education. Does the role of ICT have been rigorously assessed and evaluated? Broadly, we can ask the following question : "to which extent, ICT serve training and education?" What is the pedagogical impact of ICT on learning and transmitting knowledge? "In what, are these new technologies or technologies serve training and education? In other words, which is the educational impact of new technologies in the transmission and acquisition of knowledge and competence? To question this issue, in a first part, we will see in what new technologies modify the conditions of access to the information and to knowledges. In a second part, we will see that the modification of relationships between trainees and trainers introduced into such new devices of training (integrating ICT) can be destabilizing at more than one level. Finally, in a last part, we will show that their efficiency is conditioned in an optimal relationship "human-machine", and consequently by the capacity of organizations to be estimated potential and results of these new tools in their training policies.