The use of the information and communication technologies (ICT) in the learning process can help the constructivist theory because it is possible to build a “learning by doing” environment that combines the constructivist approach and also cooperative learning (CL). Students work together to reach an educational goal and the computers can play a central role in the learning environment (Kozma, 1991). The traditional learning theories are based on a dualism between the learner and the known; knowledge exists independently of the learner, and understanding is coming to know that which already exists. Knowledge is seen as contextualised so that it can be learned, tested, and applied more or less independently of particular contexts. Teaching is a matter of transmitting this knowledge, learning and receiving it accurately, storing it, and using it appropriately. The use of information and communication technologies to support engaged learning goes hand in hand with the learning-by-doing strategy. This is an approach in learning where it is possible to gain the ability to navigate a challenge or problem or even one’s life by implementing the learner’s own powerful natural process of exploration and discovery. John Dewey (1859-1952), American philosopher and psychologist that influenced education in the United States, focused his philosophy of education, instrumentalism (also called pragmatism), on learning by doing rather than rote learning and dogmatic instruction, the current practice of his day. Learning by doing also involves the philosophy of constructivism (Crotty, 1995; Sherry, 1998).