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Present day teachers are in the transitional moment that occurs always when a new technology/medium is introduced and the tendency to see any new environment as if it were still the old one has always been a part of any transitional period. Those used to an established environment find the experience of the introduction to new technologies/media traumatic and puzzling. The discussion about the difference between the environment of the alphabet and the environment of electronic media frequently accents the main advantage of the Internet; instantaneous retrieval of information. However, the retrieval itself and its processing with hyperlinks demands new cognitive skills which are changing the brains of the users. These new cognitive skills do not exist parallel to those established by the environment of the previous media and this presents a challenge to the role of the historic centrally-controlled classroom as a principal instrument of education, which had provided an environment for the textbook as a major form of controlling and teaching pupils. This type of classroom has become obsolete, especially with the implosion of the electronic information movement focused on each pupil in the classroom who are on the Internet. The direct physical influence has become irrelevant as everything happens everywhere at the same time and it does not matter where the pupils are now. Therefore, the historic centrally-controlled classroom with the textbook as its major instrument has been made obsolete by the Internet deleting spatial and temporal limitations, the electronic environment has made the textbook archaic with most pupils permanently involved as full-time authors, photographers and players. The printed book is still available as one of many often less cumbersome information resources albeit competing and losing with the interactive and instantaneous electronic environment.