The rapid assimilation of information technology into the mainstream of American thought and daily life over the past decade has had a decided influence on methods of education. One of the results of this influence is a re-evaluation of the way in which conservation students can be taught. However, the field of conservation presents some apparent difficulties in the integration of information technology to teaching methods. The traditional pedagogy found in conservation education programs is one of former professional practitioners turned educators teaching hands-on skills that seem ill suited to the possibilities of computer technology. The skills taught involve evaluating, repairing and at times reconstructing three-dimensional objects. Conservation education involves a world of knives, brushes, scissors and other instruments placed in the hands of someone charged with maintaining the physical integrity of our cultural and historic works. Increasingly, though, conservation education has come to embrace the potential of information technology as a teaching tool. The results of this gesture are still being evaluated, but conservation education is in the midst of a significant adjustment as it attempts to assimilate information technology with hands on teaching to produce highly skilled and knowledgeable conservators.