The penetration of ICT into education. Education is a socially intended activity. Quality education has traditionally been associated with teachers having high levels of personal contact with learners.In contrast, the use of ICT in education is a more student-centered process. Therefore, with the world of educationcurrently undergoing a massive change as a result of the digital revolution, the role of ICT in education is becoming more and more important. These new technologies create learning opportunities that challenge traditional schools [2]. According to UNESCO [13] information and communication technology (ICT) may be regarded as a combination of 'informatics technology' with other related technology, specifically communication technology. ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for future workers, as well as strengthening teaching and helping schools change [3,7]. Collins & Halverson [2] claim that the central challenge is whether current schools will be able to adapt and integrate the new power of technology-driven learning, for the next generation of public schooling.  Few educational researchers criticize the non-connected learning to the complex reality, and the reality of teaching the facts of life, as something closed and defined which cannot be appealed and re-investigated[11]. Koren (in [6]) believes that opening the door to innovation ICT and technology, still requires face to face dialogue.  Social aspects of learning environments using ICT. Prensky [10] coined the term "digital natives" in 2001, distinguishing them from "digital immigrants". The first born or behave as if they were born into the age of the Internet, and the other came to the Internet and the digital world only after they acquired habits and customs that characterized the culture prior to the digital age (Davidson, in [6]). Social presence is an important antecedent to collaboration and critical discourse because it facilitates achieving cognitive objectives by instigating, sustaining, and supporting critical thinking in a community of learners [5].  The contribution of ICT to quality in teaching and learning. Dellit [4] presents six aspects of improvement in which ICT can contribute to quality in teaching and learning: Cognition, Pedagogies, Convergence, Alignment, Data, and Culture.Moreover, Scrimshow [12] claims that much of the reviewed literature appears to be concerned with evaluating the contribution of ICT to "student centered' teaching and learning, while Gibson (in [12]) observes that the majority of teachers tend to prefer to use a variety of "teacher centered" model. Ertmer et al. (in [12]) identified three levels of teachers' computer use: 1. As a supplement to the curriculum. 2. As a reinforcement or enrichment to the curriculum. 3. As a facilitator for an emerging curriculum. In suggesting strategies for supporting teacher development in the use of ICT, Scrimshow [12] divides them into two main areas: school-based and externally supported strategies, which will be discussed later. How to evaluate the effectiveness of ICT in teaching. Paiano [9] claims that since the use of ICT does not automatically improve the quality of teaching and learning, it is necessary to constantly evaluate how effective the use of ICT in the classroom really is.PISA has shown that evaluation creates a high level of responsibility among teachers and students which in turn produces better results.  BECTA [1] presents five useful indicators which help decide whether ICT is of benefit to teaching and learning or not: 1. ICT is of little effect if used in a traditional teaching environment. 2. The teacher plays a vital role in making ICT effective, and must be a facilitator who sets out clear didactic objectives. 3. ICT works best in a collaborative classroom where problem solving is involved. 4. ICT works when it is used regularly and in many subjects. 5. The users of ICT must believe in it, especially the teacher. Conclusion. In this essay, I presented the potential of ICT in education and the challenges to adapt and integrate it into the teaching-learning process. I also examined the implementation of ICT and its learning environments focusing on the social aspects. The contribution of ICT to quality in teaching and learning was viewed, and different ways to evaluate the effectiveness of integrating ICT in teaching was examined.