This presentation investigates the relationship between education practices and so-called new technologies as a means of understanding the potential of the Internet in supporting intercultural, antiracist and other equity- oriented perspectives. Its main aim is to explore the context in which the project EUROKID (2000-3) and its associated antiracist websites were developed; and the extent and quality of their engagement with the most recent electronic modes of educational production and innovation. As previous presentations at ECER conferences have shown, EUROKID sought to develop parallel web approaches to challenging young people's racist stereotypes and ideas across national and linguistic borders - yet at the same time, take into account national contexts and different levels of technological advancement. In writing up the story of the project and in order to judge the extent to which this was achieved, it has been important for the project to resist the often utopian claims of web enthusiasts and to take into account critics as well as advocates of the educational value of web approaches. Thus on the enthusiasts' side, Street (1998) argues that we have moved into a 'new communicative order' which takes account of literacy practices associated with screen based technologies; and Snyder (2002: 3), that the conventional book and other paper- based forms have been joined by 'written, oral and audiovisual modalities of communication...integrated into multimodal hypertext systems made accessible via the Internet and World Wide Web'. Hult et al (2004), on the other hand, assert that it is an error to assume that technologies automatically generate educational change. Rather, they point out that study of technologies from the 1970s onwards suggests that technologies do not create new practices; rather, 'people become knowing in new ways through their interaction with, and participation in, new technologies' (Hult et al, 2004: 2). Further, the consequences of new technologies are neither predictable nor inevitable, but are themselves socio-cultural systems. So, one of the many questions raised by the EUROKID project and also touched on in this paper, is the extent to which there is a 'new communicative order' in relation to teaching about racism and intercultural issues and what socio- cultural implications it may have. Another is whether the web-based pedagogies developed for the project, have, as intended, attracted and challenged young people's fascination and competence in relation to the so-called new communicative order; and, at the same time, informed and supported the actions of teachers in dealing with difficult and contentions issues in the classroom. The paper will thus have a twin purpose: (1) to offer a critical overview of debates and discourses relating to the impact of new technologies on life in the classroom, and (2) to develop a theoretical framework for understanding the impact and outcomes of the EUROKID website project, and other similar initiatives. References Hult, A., Dahlgren, E., Hamilton, D. & Soderstrom, T. (2004) Paper presented at the annual conference, Nordic Educational Research Association, Reykjavik, Iceland, 11-13 March. Snyder, I. (2002) Silicon Literacies. In Snyder, I. (ed.) Silicon Literacies: communication, innovation and education in the electonic age. London: Routledge. 3-12. Street, B. (1998) New literacies in theory and practice: what are the implications for language in education. Linguistics and Education. 10 (1): 1-24