The purpose of this paper is to show the attitude of the students and the academic staff of humanities towards the use of information technology in learning activities. The study was realized in departments of Classics, Greek Philology, Modern Greek and Mediterranean Studies in three countries: Greece, Spain and The United States with the participation of forty-five instructors and 140 students. Initially, the participants answered a survey about their “digital profile” and their knowledge of ICT. In addition, this survey helped us collect information about a) how they evaluate the introduction of the ICT in humanities, b) the level of use of ICT in learning activities in their departments and c) the possibilities to organize a successful virtual course in parallel with the face-to-face learning. Moreover, we interviewed some of the participants (42%) in order to collect more data about the teaching activity in the departments of humanities, the problems they face with the ICT, and their suggestions for solving these problems. Finally, we made four discussion groups with the participation of forty students and forty instructors in total, where the participants stated their opinions about the advantages and disadvantages of introducing information technology in humanities, their preoccupations about the future of their departments, and other general thoughts about the teaching methodologies in comparison with other sectors (sciences, pedagogy, engineering, etc.). After this data analysis, and by following G. Moore’s classification, we separated the participants in three groups: the “conservatives”, the “mainstream” and the “early adopters”. After presenting a comparative description of the characteristics of each category, we designed a general diagram that shows the attitude of the participating academic staff and students towards the use of ICT in learning activities. The results of the study showed that the majority of the participants belong to the mainstream category (50%), while 27% belong to the conservative group and only 23% were identified as early adopters. It is important to mention that we didn’t notice any significant difference between the students’ and the instructors’ results, even if the percentages for the students and their knowledge of technology were a bit higher. The study took place in some very distinguished institutions of Higher Education and this is why we believe that the results can help us reach some conclusions about the strategies that should be designed in the future in order to introduce with success information technology in “difficult” campuses, such as humanities. The fact that the majority of the participating students and instructors are not familiar with the use of technology shows clearly the necessity for preparation and training before introducing innovative projects in the classroom. Since the starting point for the application of innovation is the acceptance of the students and the instructors, the policy makers should focus on helping them become conscious of the change in teaching methods and include their opinion during the design of the innovative projects.