The content of this study presents the constructivist learning in the context of integrating new technologies. The sources of information, such as the internet and educational programs, are being used more and more frequently in the educational process, especially in the event of a pandemic caused by the Covid-19 virus. This study analyzes qualitative aspects specific to the organization of the constructivist learning, emphasizing the fact that the type of constructivist learning supported by the use of ICT tends to be the one of transformative learning. Effective learning with / and through ICT means is objectified in the formulation of more questions and hypotheses by the students, the availability to take some risks, because the ICT allows the correction of errors and the repeated completion of the learning process; thus, gaining autonomy in learning, increased motivation and desire for investigation. The constructivist learning capitalizes pedagogically on the operational concepts of training viability, self-organization of the student’s cognitive networks, individually and in groups, etc.