The affirmation that present-day society is living in the civilisation of information and communication technologies is not new. Because of this new civilisation, humankind is, in a sense, living in different way in every aspect of life.
Although it is not completely true that society has experimented unprecedental changes, the last twenty years can be regarded as the time when a series of thoughts has been put into practice, thoughts perhaps developed in previous decades.
Considered globally, the history of humankind has developed three great civilisations, dominated and characterised by one technology and different social problems, exploitations, human values, professional and social struggles and ways of considering, approaching and producing information and knowledge.
These three great civilisations are the following: the civilisation of agriculture, the longest; the civilisation on industry, the most socially concerned and the civilisation of information and communication technologies, which is not that of knowledge since the latter is more ideal and pretended while the former is more available and refers only to what has to do with information by itself.
Leaving aside the first two civilisations, within the information technologies, the working object is modelled with an additional element: information itself, an element which, for many, is the centre of a series of justifications in which other elements seem to be forgotten to a certain extent.
On the side of knowledge, the specialised knowledge for the identification and resolution of problems is what is most demanded. Since the production of knowledge is not a global phenomenon, knowledge companies are obliged to have access to the global intelligence and the new key for the techno-economical paradigm is based more and more in the information technologies, perhaps, newer and newer every time.
Every aspect of the cultural, economical, personal and social life has been affected by the apparition of these new ways of understanding life through incessant flows of information, through new pretended knowledge itineraries and without lessening the importance of the new ways of tackling information knowledge and its problems. In this sense, the way the curriculum is understood has been also altered, just at the moment when new ways of connecting information, creating and developing the school curriculum at the service of how the world is understood nowadays, is beginning to be accepted.
But we are really in the beginning!