Constant ICT development brings new channels of communication and new forms of media content. It creates new habits of information consumption. This is evident particularly among children and students. Their perception and reception influenced by quality and quantity change is evolving. There is a significant change in the process of information selection and its absorption. The time of learning is not limited to school activity; homeworking is constant along with other life activities. It generates new challenges for educational system – mainly for teachers. The article is an attempt to describe this phenomenon and formulate some directions for teachers – method suggestions as well as a tool selection. The content of the article is based on the outcomes of the author’s research. Indications addressed to teachers whose daily work is most affected by the new situation with ICT have been formulated. In the process of study the following pragmatic conclusions have been made: children and adolescents are accustomed to receiving short interactive content; the amount of information that reaches the youth is vast and requires an ability to assess and choose; in order to draw the recipient’s attention, the content should be communicated in an interactive form that is highly attractive for the recipient; children and adolescents far more often use content that is available online than that from other sources of information; work with more lengthy texts and an in-depth content analysis is necessary for the proper development of both children and adolescents despite being unpopular among these groups; children and adolescents have a valuable ability to shift focus from one subject on another, though their capacity to multitask is only apparent; children and adolescents expect their actions to give rapid results; children and adolescents have a competence potential and a technical potential to use IT tools that facilitate access to information and learning; due to the vast number and the diversity of available activities a stronger motivation to learn in required. An inventory of recommendations addressed to teachers has been also presented in the paper. It has been defined that their delivery will facilitate the implementation of teaching tasks, hence diminishing the concerns that arise in this regard.