This chapter summarizes the main points and answers the basic question: to what extent can information technology be applied in education, without altering the special character and nature of the education sector. In addition, it clarifies the importance and role of ICTs in schools’ successful response to environmental risks and concludes that the correct and conscious use of ICTs in the educational (mainly in the learning) process depends to a large extent on the personality and perception of the teacher and the degree to which ICTs meet the special learning needs of each learner.