In this paper we reflect, briefly, about the liquid times (Baumann, 2001) we live in and its implications in the teaching and learning in universities. The technological realities take place at a furious pace that turns novelty into an ephemeral thing in space and time. We are always runing, not always knowing where to go, if we want to go or get there. The Internet access is uneven and reinforces previous existent inequalities.

As stated by José Saramago (2009), there is a kind of machine that pushes us all in a direction not very clear but certainly a direction of unbridled and uncritical consumption, dominated by a hegemonic culture (Antonio Gramsci), based in reproduction mechanism, always imposed, but often hidden. Hints and imagines Saramago the possibility of all of those pushed by the dynamics of oppression making the opposite gesture and pushing the machine back, challenging the prevailing social apparatus (Louis Althusser).

The Internet is integrated in this machine but, almost paradoxically, the machine is us (Wesch, 2009): we nourished it and teach it every day! Because invariably, despite the misleading promises of technological determinism, some of us participate and others are left out. Technological determinism sugests that technology can solve all problems, that only technology can solve problems. Thus technology gains a kind of soul, abstract, and becomes an entity with human qualities. The problem lies not in technology but in this perception of technology. It’s clear that, at the moment, only science and technology can solve the problems that we have created with them.

The collective intelligence of Pierre Lévy (1997) has not been for all and the efforts made for equity are weak and diffuse. The world of technology is a mirror of the real world. It has no independent history, as it is the result of the creation of productive forces (Karl Marx).

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