The globalization phenomena and the contemporary society of information stress out new necessities in achieving changes in communicational competences of the didactic personnel (teachers).We all are in the McLuhan's "global village" and the informational society has become a daily fact. These phenomena and social processes have determined changes on the teachers' competences and their representation of the educational process.There is a real critical school in the French cultural area, critical to the effects of the "education industry" and "new media" (L.Sfez, P. Moeglin, B. Miege). Nevertheless, concepts as "multimedia project", "e-learning", "CMC - computer mediated communication-", "ICT" (Information and Communication Technologies) are more often used in the educational area. Also, in the Anglo-Saxon cultural area, there are not only research schools to study the effects of the virtual communication or of the NTIC, but this area represents the real promoter of this kid of models and concepts. Our paper does not try to determine between one area and another, but to present the specificity or the Romanian educational area in this matter. Romanian educational area is characterized by a period of changes and it is confronted by one hand with the lack of the teachers' skills in basic NTIC and on the other hand with the lack of material and technical resources in schools. There is also a large discrepancy between rural and urban areas as it is between young teachers and those with a long teaching career. The aim of our research is to determine the way that the impact of NTIC is perceive and represented by the teachers in the educational process. We consider as a work hypotheses that teachers who had skills of using NTIC are most efficient in the learning process. In this order, our objectives are- to determine the measure of NTIC use in the educational process and to identify the obstacles in using NTIC; - to identify possible differences of use between primary school teachers and professors; and also the causes of using or not-using NTIC - to identify disciplines, subjects and curricula that are most fit in using NTIC in the learning process.Our methodology used in the research is as follows- the conceiving of the main research instrument: the questionnaire contains several items in order to describe the research lines. A pre- questionnaire was administrated in order to elucidate the main items. The pre-questionnaire was administrated to a number of 100 subjects. - the final research instrument, the questionnaire contains open and closed items and it is applied to 150 school teachers and 150 professors from the rural and the urban area. The average age for the first sample is 45 years old and for the second one is 47.One of the most important outcomes is that our research is the first one in this field in the Romanian educational area and it will give practical clues in the future educational policies regarding teachers. In this order, we expect that further programmes of teachers continuing education will take into account this study by the Romanian Education and Research Boarding the Ministry of Education. On the scientific level, we expect to identify the subjects and the curricula most fit to NTIC, also to identify the objective and subjective obstacles in using NTIC in the learning process. We hope that the results of our research will provide us the ways that teachers can be motivated in using NTIC and we will find the easiest way to apply the suggestions came from practice in order to open a dialog between the training teachers and the others. And as a last conclusion, we expect to identify the most appropriate direction in order to further realized curricula by NTIC and to find ways of motivation teachers in order to use NTIC in their learning process.Boudon, Raymond (1992). Traite de sociologie. Presses Universitaires de France Cadariu, Loredana.(2004) Management educational. Timisoara: Mirton King, Gary, Keohane, Robert ?i Verba, Sidney (1994).Designing Social Inquiry.Scientific Interface in Qualitative Research. Princeton University Press Miège, Bernard (1995). La pensee communicationel. Presses Universitaires de Grenoble Rotaru, Ileana (2006). Education and New Media. EDU-WORLD 2006 - Education facing contemporary world issues, 2nd edition, University of Pitesti, RomaniaSfez, Lucien (1990). Critique de la communication. Seuil, Paris Wolton, Dominique (2001). La communication, un enjeu scientifique et politique majeur du XXI ème siècle. In Sociologie de la communication, vol.51/ 2001 nr. 2 European journal