ICT penetration in formal education is usually associated with e-learning paradigm, virtual teaching and learning environments, enhanced by academic content distributed through electronic means. However, little has been investigated about the low penetration reasons of these technologies in face-to-face classrooms. Communication literature attributes the problem to the teacher’s lack of computer skills, which are, nevertheless, possessed by the students, who are digital and hyper-connected. This position ignores the interests and processes that drive “Personal Computer design and development, which is hardly adaptable to classroom group dynamics. This research proposes, through an ethnographic process of User-Centered Design (UCD), the building of face-to-face and virtual education scenarios, for new digital communication adoption channels, within visual arts curriculum in elementary school, under Computer-Supported Collaborative Learning (CSCL) educational paradigm. Partial results of this research show the importance of the DCU to clearly diagnose the interaction context variables that allow proposing through design alternatives, learning environments with computational capabilities. The proposal involves the construction, digitalization and post-processing of infant’s artistic work with a Web learning environment, where children will edit, publish and distribute content made during the art class and interact with actors outside the face-to-face classroom environment. Also, this research shows how this dual purpose of virtual and face-to-face proposals, allows space design and furnishings alternatives to facilitate the purposes of interaction through analysis of existing activities.