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ABSTRACT The integration and successful integration of Information and Communication Technologies (ICT) has been and is a major staple of the educational policies of all countries worldwide. This is perfectly understandable given the chaotic dimensions of technology penetration and its effect on the way we perceive knowledge and communication. Therefore, any education system designed to prepare students effectively for the society of the future takes the view that familiarity with ICT, technological literacy and the development of ICT skills are considered to be part of the core of basic education, of equal importance with reading and writing (Unesco, 2000). This task encounters major difficulties, the most important of which is focused not on formulating an introductory tactic and a method of integrating the computer into the already established school function. It is also important to adopt a commonly accepted framework "vision (What we call the "how" of education or an answer to the question "what kind of citizens do we want to create with our education") about the application and usefulness electronic medium. In addition, a proposal has to be formulated, which will smoothly integrate the use of ICTs. in the context of its operation, taking into account all the parameters and factors and the needs and objectives of all participants. However, the practice has shown that integrating an innovation into the school system, in this case the introduction and successful use of ICTs, does not suffice for a generalized undifferentiated approach . It has been a long time since ICT emerged and applied to the classroom. The purpose of this paper is to examine whether the introduction and use of ICT in the teaching of literary courses that resulted as a result of training programs either offered by the Ministry of Education or attended by teachers on their own initiative was combined with a wider change in the learning process or showing better learning outcomes and changing the culture of the school. In addition, it is attempted to explore the use of ICT as a means of promoting the creativity of students in the teaching of literary courses.