Prepared for a 1984 Organisation for Economic Cooperation and Development (OECD) conference, this report focuses on issues and problems identified by research on the impact of the new information technologies on learning processes in formal education at the elementary and secondary levels. The impact of the new technologies is discussed in the context of the chronological, contextual, and topical organization of learning. The implications of these technologies for pedagogical approaches are discussed together with ways in which institutional systems could accommodate the changes in educational practices that would result from the application of the "new generation" of pedagogical approaches, which would reflect the move away from broad general theories to the development of specific approaches adapted to specific learning and specific learners. A discussion of some of the ways in which the issue of learning and the new technologies can be approached to establish working agendas for the future includes some likely alternatives, the work priorities that could emerge, and ways in which these could be met. It is argued that separate approaches could be developed on similar learning issues that would reflect the interests of cognitive science, the educational institution, and social and economic concerns. Criteria that could be used to select within approaches are then suggested, and the likely consequences of the integration of the new information technologies in education are discussed. A three-page bibliography concludes the document. (MBR)