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calculated, the supply must be realised completely. Thiscarries with it a constant improvement and update of theknowledge that must be acquired to co-ordinate thedynamics of work with each of the reference groups, but,at the same time, it causes the attendance of marginalgroups that traditionally have been excluded. Now, ICTstill emphasises more the strong relations and tiesbetween education centres, families and communities(the OECD 2001).• With pupils. Using the computer as a tool forlearning and controlled self-learning. Through thismeans of work, the student becomes familiar, if heis not already, with an increasingly necessaryelement in everyday life. As Silva Salinas (2004)advises, "the computer, in addition to being aneducation object, is also used as a tool for thelearning of determined contents, using specificprograms, through a specific methodology".Drawing and writing, scholastic newspaper with theteaching staff, stories, accounts, grammar,mathematical operations... Fitting us to the Infantand Primary centres, exceptions of age in the use ofthe computer do not exist, that is to say, from threeyears of age to twelve. For this, suitableeducational software is used within school hours.Outside school hours, as an extracurricular activity,by use of workshops suck as those on the Internet.• With parents. By means of the introduction, inmost cases. The school of the parents provides ameans by which it assures first choice of the sharededucational opportunities of the centre to thefamilies, furthermore to offer training, which,although basic, can be very useful. The activities ofthis type allow:- Approach of the sector of parents to thedynamics of the centre.- Learning and control of the basic tools tomake profitable use of Internet.- Profitable use of computer scienceequipment acquired in principle only forthe use of the sons and the daughters.- Collaboration with the centre in tasks likewriting of the school newspaper, developmentof projects, computerisation of the AMPA andelaboration of formal administrativedocuments.• With teaching staff. Greater training would benecessary. Training, mainly, so that it reflectspositively on the pupils, so that we use what wehave learned from it. Mainly, and as we have cometo do under control of the Windows or Linuxenvironment, word processors, data bases,spreadsheets, production of slides..., that whichfavours the quality of the teaching work (TeachingUnits, work sessions...), under the control ofeducational information science programs and inthe suitable use of the Internet. If we tookadvantage of the public highway, it is possible toachieve work groups, seminars and training projectsin Centres and in Resource and Teacher Centres.On the other hand, the private route exists, lessused, perhaps because of the cost to those interestedand by its being cut off from the scholastic reality.Nevertheless, why do we take advantage of thistraining? - In order to learn to read and write and touse the computer without which is imagined nodirect benefit to the student? - So that theknowledge is exclusively left in the face of didacticpreparation of the teaching staff? Without a doubtsome exist, the risk of which appears as a maskedindividualistic slope.• DYNAMIC. That it is used to the maximum and inthe best possible manner. It treats resources thathave been obtained through a great economic efforton the part of the administration or by the centreitself and, mainly, are resources of resisted utility inthe education world. In this sense, also it isnecessary to modify the attitudes amongst theteaching staff towards technological means.Previously a part of the teaching staff perceivedthem more as entertainment than as true resourcesfor learning.According to Cabero Almenara (1999), one of thegreat perspectives that the analysis of the newinformation communication technologies adopts in thepresent education centres is the "necessity to count onprinciples and an organisational structure to facilitate theincorporation and its effective use". A key concept inrelation to the management of these resources is the oneof orgdware, understood as a structural component of atechnological system that guarantees its operation. Inthis sense, Montero Montero (2003) points out the needfor headmasters and headmistresses of centres tounderstand problems that adoption of ICT raises, becauseit is probable that its total integration demands changes inthe schedules and structures of the centre, besides havingimplications on the resources.For this reason, in these cases, setting out rules for theclassroom has been necessary. It is essential, mainly, inlarge centres, where the demand of use is high. The bestway of achieving this is by referring internal regulationtexts to Computer science Resources. Thus, a set ofnorms and information for the co-ordinator of themedium are created. This person must be the delegatedauthority, not only a good volunteer, but with power toAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200628