"Teaching in the Knowledge Society: New Skills and Instruments for Teachers" covers a pedagogical survey of the changes induced by information and communication technology (ICT) in today's society and education. It critically analyzes facts, instruments, solutions, and strategies while suggesting interpretations and hypotheses to develop a new way of thinking about ICT use in education. "Teaching in the Knowledge Society: New Skills and Instruments for Teachers" presents an historical description of education and ICT use and explains the theoretical reasons for the author's description and analysis of the experiences. It also drafts future scenarios for teaching-learning phenomena and for education in a society where ICT and knowledge management will play a more relevant role. Chapters of this book include: (1) Space, Time, and Process (Giuseppe Refrigeri); (2) Contribution of Psychopedagogy to the Inclusion of ICT in the Pedagogical Environment (Maria Mamede-Neves); (3) ICT, Knowledge Construction, and Evolution (Antonio Cartelli); (4) Education and Organization (Pier Rivoltella); (5) Some Insights into the Impact of ICTs on Learning Agency and Seamless Learning (Hitendra Pillay; John Clarke; Peter Taylor); (6) Cultural Agents (Salvatore Colazzo); (7) A Model to Measure the Impact of Web-Based Technologies in Different Teaching Styles (Carmen Heredero); (8) Teachers, Tutors, and Mentors (Paolo Ardizzone and Pier Rivoltella); (9) Assessing Satisfaction and Academic Locus of Control of Dropout Students in Online Learning Courses (Yair Levy); (10) Learning Styles and Adaptive ICT-Based Learning Environment (Zlatko Kovacic); (11) From the Monitoring of the Teaching-Learning Process to Didactics' Transparency (Antonio Cartelli); (12) Teaching Team Competencies (Tony Jewels and Rozz Albon); (13) Cooperative Learning and ICT (Nicoletta Sala); (14) Simulation, Training, and Education Between Theory and Practice (Angela Piu); (15) E-Teaching Scenarios (Manfred. Schertler); (16) Distributed Virtual Reality Learning Environments (Sam Redfern; Micheal Colhoun; Jordi Hernandez; Niall Naughton; and Damien Noonan); (17) The Meaning and Development of KM in E-Learning According to the CARID Experience (Marco Pedroni); (18) Semantic Web and Digital Libraries (Giorgio Poletti); and (19) Media Selection from the Teacher's Point of View (Donatella Persico).