This short paper explores, albeit in a preliminary fashion, challenges to legal education arising from the significant impact of new information and communications technologies (ICTs) on law and legal practice. It uses the pervasiveness of ICTs to reframe the question of “law and technology” from a philosophical perspective that sees information technology as an “environmental force”2 that is capable of re-shaping our identity, agency, and social relations, and hence constitutes a significant means through which we make sense of the world.3 The key question the paper poses thus emerges: how should we design the law curriculum when the law-technology relation is itself understood as a critical part of a continuing and profound transformation in what it means to be both a lawyer, and a human being?