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Nastava i vaspitanje
2016, vol. 65, iss. 1, pp. 31-46
article language: Serbian
document type: Review Paper
published on: 15/07/2016
doi: 10.5937/nasvas1601031P
Creative Commons License 4.0
Most common misconceptions about informational communication technologies in education
University of Belgrade, Faculty of Philosophy



Identification, measurement and development of the cognitive and emotional competences important for a Europe-oriented society (MESTD - 179018)


The aim of this paper is to discuss analytically the use of informational communication technologies (ICT) in education so that education system could have greater benefits from its carefully planned use. In this paper we tried to show the specificity of the relations between education and ICT. Many things in that relation are accepted for granted, often without much analyzing. We selected some of typical misconceptions which contribute to erroneous ideas about education and ICT relation resulting in limited opportunities for using up new technologies in education. When analyzing ICT in education there is no room for the question whether to use new technologies in the teaching/ learning process or not, but when, why and how to use them. In order to bring these decisions and use ICT potentials for educational purposes, thorough understanding of the nature of teaching and learning is necessary. Education should not be just a buyer or a prudent user of numerous ICT possibilities but it should carefully and thoughtfully transform the teaching/learning process in order equip future and nowadays citizens with skills necessary for living and working in the environment with significantly changed technology. Much more researching and theoretical work is needed in order to fully understand how ICT really influences the learning process and how to use that influence in order to enhance the quality of education.


informational communication technologies in education; educational technologies; teaching/learning quality; quality of education


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