As of March 2020, due to the Covid-19 outbreak, numbers of students and teachers from pre-primary to tertiary education levels worldwide have experienced distance or semi-distance learning. Swedish teachers and students involved in the Media program and Aesthetics and media program (subprograms of Swedish secondary schools' national Social Science and Arts program) were affected by the situation as much as their colleagues and peers in other programs.This thesis analyzes experiences from spring 2020 to spring 2021, from both students' and teachers' point of view, regarding using ICT pedagogy in film and media education. Furthermore, it examines the impact of ICT pedagogy in the teaching process and how it has changed compared to teaching pre-Covid-19. It answers the following question: how has the use of ICT tools affected teachers' pedagogical planning and their methods? Moreover, it focuses on the effect of distance education on both media teachers and students.The results show a beginning of a transformation of the whole school system, film and media education included, which one can speculate will continue in the following years, both in Sweden and internationally. First signs can already be seen: there are changes in teacher-student communication, evaluation of students' work and lesson planning. Furthermore, the teaching process has become more flexible. In order to overcome the problems that film and media students faced during this time (primarily motivation and difficulties in practical assignments), the teaching process is becoming more and more student-centered.