The essay presents the incorporation process in the reconstruction of distance education in Italy. The paper tries to highlight the transition from modern to postmodern society, focusing both on this extraordinary change in the landscape of cultural and communication processes, and outcomes for the education system and educational and pedagogical models that govern this relationship. The research aims to understand, on the one hand, the potential of these techno-social environments for educational systems, and on the other, raises new questions for a sociological reflection more attentive to new social dynamics produced by these technologies. We seek to trace the effects triggered by the advent of ICT on persons and learning systems. We starts from the idea that, despite widespread criticism, immobility of education system and the absence of an overview about the use of these new devices in teaching practices, we register a significant tendency towards change. On the basis of these considerations, the research attempts to: (1) highlight any differences in perspectives/models in use among the e-learning systems and teaching practices; and (2) draw a reflection of risks/opportunities, strengths and weaknesses associated with the use of such instruments/techno-social environment in educational processes.