When defining the share of the computers as a significant representative of the information media and forming the learner’s personality the author is in unity with the works of Vygotski and Jeršov, who understand the computers as one of the means of developing the computers information culture.
The first part of the work is orientated on the limitation of the concept of the information culture in sense with the works of Militarev, Smirnov and Jaglom. The information culture of both the subject and the society is characterized in the conection with the changes in the quick acces to the knowledge, data and information, and with the possibilities to exploit them for solving everyday problems, further on it presents some of the expected changes in the educational enviroments as results of the process of the informatization of the society. The changes in the teacher’s position are characterized here as well as changes in the structure of the teaching materials from the aspect of its influence on the learner’s activity.
The forming of the information culture represents a long-term process t. e. which is qualified by the standard of the technical development. This is the reason why, at the time bein, it is not possible to give the results of concrete researches confirming the good foundations of applying the computers at schools in the sense of the conception introduced here. For the above mentioned opinions, the results of researches and complex research projects referring to the consequences of the computers application in the educational processes are presented in the second part of the work. The illustrated material in the partial aspects points at forming the information culture of the subject and the society.
The consequences in the field of educational aspects are presented in the researches carried out by Kulič, in the researches of Roders, Levin, Karsev, Grienfield, Erikson and others. Educational aspects of applying computers at schools are presented by the results of Grienfield’s researches, which are recommended by the UNESCO, by opinions of Kulič, Mandl, Tikhomirov and similar. In the conclusion a short characterization and some results of the project Comptown as well as the Norwegian experience with the computers investigation at schools are introduced.
Especially the results of the researched point at the need of a responsible preparation of teachers, at the process of informatization of the society as the means by which most pupils become activated.