Parallels between the internet and the earlier inventions in communication of language, writing and printing suggest that its use in teaching and learning will not render existing skills of learning and modes of teaching redundant but will add new ones. Teaching and learning then become more complicated. Mastery of the skills will increase the quality and range of learning outcomes, and also lead to more diverse outcomes between students. People will differ in their acquisition of the skills, and those who develop them earlier and further will leap ahead in learning. The studies that the Knowledge Integration Environment team have completed so far are early steps in finding out what the internet-related skills are and how to train people in them. The studies focus on difficult but central issues such as students’ ability to select information from the mass available on the internet, to evaluate its worth, and to link it with existing knowledge. The studies reported in this issue are promising, but of course are far from the final word. Further studies could incorporate principles, ideas, and procedures from other projects on learning, particularly from countries beyond the United States. Motivation to learn will no doubt receive more attention. Replications, especially by researchers independent of the KIE team, will be welcome. Such extensions of the initial work will help fulfil the promise that the computer revolution and the internet hold for learning.