The rapid impact of the media on pedagogical systems leads to a consideration of the different levels of relationship benveen the concepts thernselves of communication and education: theoretical models, the use of the media in education, the pedagogy of communication, and so on. These divers aspects are interrelated to such an extent that it is not simply a question of the mere instrumental use of video or of any other medium without an awareness of its role within the communicative ecosystem which the educational institution evolves in. The possibility that video might give the education process a creative or negentropic dimension is a result of an analysis of its specific characteristics as a medium of communication. While there is no question of regarding video as the panacea for al1 the problems of modern education, what is certain is that it offers interesting physical-sensorial and semiotic-pragmatic characteristics.