Institutional context: This research is part of my postgraduate work, which will be submitted to the Department of Philosophy and Education of the Aristotle University of Thessaloniki to receive the Master in Education. Theoretical frame: The broader framework, to which this research project belongs, is the theory of technological change and its impact upon the school. Background of the study: The coming of the Information Age and the shift from the industrial economy to the post- industrial knowledge economy, saturated by and based on ICT, has an enormous impact on education and is increasingly changing its role. It is generally acknowledged by most governments in advanced societies that the challenge for schools is twofold. On one side, the school has to ensure that all pupils acquire basic ICT skills in order to be able to function in a competitive global economy. On the other side, basic knowledge of ICT is important also independently of narrow economic concerns of manpower development, for the pupil's personal development. It can improve significantly pupil learning and, given the multifunctional use of ICT, it can enhance learning opportunities appealing to different learning styles and allowing all pupils to master the growing complexity of the modern world based on ICT.Research questions and expectations: At the present stage, it is expected that the majority of Greek pupils have at least some familiarity with the use of new technologies and in particular with the Internet. It is also expected that the Greek pupils are surfing on the Internet mostly to get access to information relevant to their hobbies and interests and to communicate with their friends. On the other side, it is an open question, to which extent they use the Internet and the electronic resources to find information relevant to their schoolwork and to prepare their homework. Another question concerns the use of the computer and the Internet for group activities during the lessons at Greek schools. It is expected that this particular use is rather rare, due to the inadequate training in new technologies of the majority of Greek teachers. Given this inadequate training of the teachers, with the exemption, of course, of the Informatics teachers, we expect a lack of encouragement on the part of the teachers, who probably do not motivate the pupils to make use of the new electronic resources in order carry out more efficiently their schoolwork. Under these conditions it is expected that the majority of the Greek pupils do not consider the Internet as an efficient tool for learning but rather as a medium offering new enhanced opportunities for entertainment.Hence, a direct positive impact of the use of electronic resources on the school achievement is not expected. Finally, it is expected that the socioeconomic status of pupil's family and especially the level of education of the parents do influence the degree of familiarization with ICT.Research design: The methodological instrument, which is used in this research project is the written questionnaire. One questionnaire is submitted to the pupils and another to the teachers of Greek schools in the metropolitan area of Thessaloniki. Given the explorative character of this study, it was not possible to take a probability sample. However, the schools are chosen from different districts so that there is a variance concerning the SES of pupils' families. The main objectives of the study are firstly, to explore how familiar the Greek secondary school pupils are with ICT and how they use the new electronic devices. Secondly, to explore which stance take the teachers towards the ICT and whether they encourage their pupils to make use of the new electronic resources.The questionnaire designed for the pupils contains open and closed questions referring to the equipment of the school, the teaching of Informatics, the frequency and the kind of use of ICT by the pupils, their interests, their scholastic achievement and school marks, their interpersonal relationships and other related questions. The questionnaire addressed to the teachers explores mainly their opinions and stances towards the new technologies in relation to their education, teaching subject and to some of their personal characteristics.