The manageral system in developed countries is facing major challenges as a consequence of the revolution of communication and information technology. Relationships in modem societies are transformed by emerging new means of creating, processing, accessing, and transferring information. Information and communication technologies are dramatically altering many aspects of economic and social life: production systems, working methods, and relations, the organization of companies, and the way people communicate with each other are under-going changes throughout the world. Productive functioning in emerging collaborative learning organizations requires, in adults, new self-regulative skills of controlling and directing one's own thinking processes and knowledge activities (Keating, 1995; 1996). The revolution of information and communication technologies (ICT) is a major challenge for managers' professional development. They have to learn technical skills adequate to use ICT productively, as well as to instruct and guide the students to use ICT purposefully and generatively. Managers not only have to become familiar with ICT but also to acquire the pedagogical expertise needed for fruitfully working with new technology-based learning environments. New pedagogical practices have to be explored and developed to facilitate higher-level knowledge acquisition skills the learners need to constructively adapt to the knowledge society. Currently, managers' lack of technical expertise in ICT appears to significantly constrain possibilities of developing new and innovative computer-supported pedagogical practices.