This refl ection aims to describe the current dynamics that are being established within the industrial design classroom facing the technological and information revolution. The relationship between virtuality and faceto-face classes has generated changes in the conceptual and methodological advances in pedagogy, by emerging new ways of inhabiting the classroom. In order to address them, we review the roles of the actors: teachers and students, facing digital technologies, and understanding this knowledge interaction scenario as an exchange surface. Finally, it is concluded that digital technologies have brought new dynamics to the classroom, which necessarily must be assimilated to the work of design education.