izvorni znanstveni rad
Significant ICT application in all human activities lays before us a basic problem: acquiring knowledge and skills in mastering ICT technology necessary for carrying out professional activities. Skills and knowledge are usually acquired through various forms of education. Furthermore, we can observe schooling as carrying out a process through element interaction: between the pupil, teacher and contents with defined goals in determined contexts. A more significant application of ICT in schooling is also altering the position of certain elements of the teaching process as to their function and their structure. Speed, quality and quantity of these changes require re-definition of the standard organization context form under which schooling is done. The paper also considers the changes in organizing certain time phases and education forms in the vertical respect that may be recognized today in continuity as life-long learning. An attempt is made to give answers to the following questions: Are education phases beginning from the basic one through higher learning to university learning altered in context by ICT application and in what way? In what manner does context determine schooling form?
eTeaching; eLearning; eEducation; ePupil; educational context; ICT
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