Search results

1

Harmony and Disharmony of General Education in Natural and Technical Sciences

100%

KACZOR T.

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2015

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vol. 6

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issue 1

244-248

EN

The article presents the advantages of the correlation of education curricula in the field of natural and technical sciences, and the consequences of lack of such a program coherence. Based on a detailed analysis of the latest core curricula regarding the fourth stage of education (secondary school), the areas of an evident disharmony are shown in teaching mathematics and physics as the most representative natural science subjects.

2

Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

87%

WENDREŃSKA I.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 27

PL

Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.

3

DLACZEGO POROZUMIENIE RODZICÓW Z PRZEDSZKOLEM WYDAJE SIĘ KONIECZNE? – KONTEKSTY

80%

Skawiński R.

Civitas et Lex

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2017

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issue 4(16)

49-63

EN

The article concerns the contexts of cooperation between kindergartens and parents. Parents currently use various guides. Interesting guides create a series of books in Poland entitled ‘Build a family’. Another context is the “Core curriculum for pre-school education” for teachers. In the tutorials for parents and the core curriculum, cooperation between teachers and parents is recommended. To what extent is this cooperation possible with different pedagogical views of both sides?

4

Entrepreneurship in School in the Conditions of the Education System Reform in Poland – a Voice in the Discussion on the Directions of Change

80%

Rachwał T.

Przedsiębiorczość - Edukacja

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2017

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vol. 13. Uwarunkowania rozwoju przedsiębiorczości

330-339

EN

Preceded by the debate, the 2016 implementation of the school reform in Poland brought serious organisational and program changes. These changes also concern entrepreneurship education, therefore the subject of the article is the discussion on the proposals of the Ministry of Education regarding changes to the school system, in the context of yet another comprehensive organisational and program reform of the Polish education system. The primary goal of the paper is to present the direction of change, based on the current research and discussions conducted by various forums. The author’s claims in this regard are based not only on his reflections but also on the voices presented by the participants of Kraków entrepreneurship conferences and conventions of teachers, as well as by the authors of the papers included in the previous volumes of this annual. Under the limited number of hours dedicated to the teaching of entrepreneurship in post-primary schools in general education, that is, compulsory for all pupils, the most important is the careful selection of objectives and content of entrepreneurship education. The article concludes with the presentation of the essential conditions influencing the success of the implementation of changes, mainly related to the appropriate preparation of entrepreneurship teachers.

5

The Biblical Dimension of Religious Instruction in Poland

80%

Zając M.

Verbum Vitae

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2021

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vol. 39

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issue 4

1295-1309

EN

The article concerns the issue of religious instruction in Polish state schools, especially its inspiration from the Bible as the primary source of the transmission of faith. When religious education classes were introduced in schools, a confessional model of their performance was adopted, thus leading to establishing closer ties with churches and religious associations as well as developing personal faith. The methodology of my research was based on analysing the current anchoring of the teaching of religion in the Polish state law and the guidelines of the Catholic Church. Next, the 2018 Core Curriculum for the Catechesis of the Catholic Church in Poland, related to the reform of the Polish education system and the completely new situation resulting from the liquidation of the junior high school stage of education, was used to show biblical guidelines for religious instruction and a set of methodological tools that guarantee its effectiveness. Confessional religion classes are currently organized in all government-run schools in Poland, and according to recent statistical data they significantly contribute to their better functioning. Consequently, there is a need to appeal for the continuation of religious education in schools and its modification based on multimedia technology, and there is a necessity to overcome the tendency to remove classes of religion from Polish public schools.

6

Integrated Education Programmes Evolution in Poland

80%

Marek E.

Problemy Opiekuńczo-Wychowawcze

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2019

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vol. 583(8)

17-30

EN

One of the aspects of reforming education in Poland is the curricular reform. Since 1999 until today there have appeared four core curricula of the general education (1999, 2009, 2014, 2017) and several programmes of the integrated education. The purpose of the presented research was to show the changes taking place in early childhood education programmes in 21st century. The research used contents analysis of the following documents: the core curricula and teaching programmes. The presented text includes the synthesis of the programmes research that the author has carried out over the past two decades. Research shows that the most new programmes appeared in 1999, nonetheless, the quantity did not always match the quality. Their authors lacked theoretical foundations and practical experience in constructing such programmes. The research shows that the authors of programmes are increasingly aware of the paradigms that should be present in child education, hence the preferred place they give to constructivism. To the positive changes in the programmes I include the following elements:: individualisation of the education process, applying the diversified methods of working with child, change in the position of a teacher manifested in departing from the transfer of knowledge in favour of diagnosing and supporting child development as well as animating the process of discovering knowledge, indicating the role of parents as school partners. Especially noteworthy are the programmes that arose as a result of competitions and projects implemented in our country. Unfortunately, the fast pace of transformations causes that they have not been disseminated, and their interestingly developed e-learning platforms have disappeared from the Internet. The analysis of the programmes that were created in 2017 shows that they have regressed.

7

Szkoła na miarę czasów… tylko których? – o reformie szkolnictwa z 2017 roku

71%

Błaszczyk K.

Polonistyka. Innowacje

|

2020

|

issue 12

93-108

EN

The subject of this article is an analysis of the 2017 education reform and assessing whether this reform addresses the needs of the modern student. The problems of the education sector are discussed in the report from the last edition of the PISA survey and the results of own research. The quoted data presents the student’s perspective on the functioning of schools and on the enrollment in the core curriculum for the Polish language. The article also contains a summary of characteristic elements of the previous education reforms (with particular emphasis on the Jędrzejewicz reform). This review Allowi to assess the level of innovation of recent changes and the validity of duplicating previous solutions. The analysis of the current core curriculum is the starting point for determining the current direction of educational policy. Thanks to this, it is possible to estimate how much the reformers’ proposals are able to stop the problems of the modern school and to what extent they can become a source of further difficulties.

PL

Artykuł poświęcony jest analizie reformy szkolnictwa z 2017 roku pod kątem jej przystawalności do potrzeb współczesnego ucznia. W celu nakreślenia trudności, z jakimi zmaga się sektor edukacji, wykorzystano raport z ostatniej edycji badania PISA oraz wyniki własnej próby badawczej. Przytoczone dane prezentują spojrzenie uczniów na funkcjonowanie ich szkół oraz podstawę programową z języka polskiego. Tekst zawiera również zestawienie charakterystycznych elementów poprzednich reform (przede wszystkim reformy Jędrzejewiczowskiej). Przegląd ten umożliwia ocenę poziomu nowatorstwa ostatnich zmian oraz zasadności powielania wcześniejszych rozwiązań, a analiza obecnej podstawy programowej staje się punktem wyjścia do nakreślenia bieżącego kierunku polityki oświatowej. To w dalszej kolejności pozwala oszacować, jak bardzo propozycje reformatorów są w stanie zahamować aktualne problemy, w jakim stopniu zaś mogą stać się źródłem kolejnych.

8

The periodic table of elements in chemistry textbooks... for junior high-schools

70%

Chrzanowski M. M., Musialik M., Buczek I., Ostrowska E. B.

Edukacja Biologiczna i Środowiskowa

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2017

|

issue 1

57-69

EN

The analysis of chemistry textbooks for the 3rd stage of education was carried out in order to obtain in-depth information on the degree of realization of the first educational goal from general requirements (learning outcomes) of the core curriculum: A student obtains and processes information from various sources with the use of information-communication technologies. The range of occurrence of content related to the periodic table of elements in chemistry textbooks for the 3rd stage of education was investigated. The choice of this source of information was dictated by the provisions of the curriculum for general education on the one hand, and on the other, by the fact that the periodic table is a foundation of modern chemistry – the good command of the periodic table not only allows to systematize the knowledge, but also, to anticipate and understand the properties of chemical elements. We analyzed all the series of chemistry textbooks for junior high schools, which have been approved for use in schools by the Ministry of Education since 2009. The study results indicate that the content of all series of textbooks contains the periodic table of elements along with the materials helpful in forming the skills of reading data from such source of information. The most authors of textbooks also took care of that the periodic table of elements was present in every part of the series, which should help students in consolidating the ability to use this tool. The colors most often used in periodic tables to indicate the nature of the chemical elements were different shades of blue and pink, which may help in consolidating the knowledge, but it can also lead to the formation of students’ misconceptions about the properties of elements.

9

A world locked in simplistic oppositions. The interpretive statements of lower secondary school students

70%

Tomaszewska G. B.

Edukacja

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2017

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issue 2(2017)

136–145

EN

This article considers the consequences of rejecting axiological ambiguity in the sphere of human experiences and reflection, as observed in statements made by lower secondary school children as part of a study Teaching language and literature in secondary school in light of the new core curriculum. The negative consequences are indicated of interpreting the world as one locked in the values of extreme opposition, based on an analysis of students’ interpretations of Balladyna by Juliusz Słowacki and Memoir of the Warsaw Uprising by Miron Białoszewski. The risks may include alienating the student from reality, as well as the reformulation of values into a set of anti-values, which excludes the possibility of reaching interpersonal agreement. Constructing a personal axiological system on this basis can occur only at the cost of discrediting the values of others, who are denied the right to have them from the outset. In such a world, there is no place for dialogue about values differing from those already held.

10

THE VISION OF THE EDUCATIONAL PROCESS IN POLISH AND UKRAINIAN CORE CIRRICULA. ANALYSIS BASED ON THE HOFSTEDE 4-D MODEL

70%

POPYK A., ANNA PERKOWSKA-KLEJMAN A.

Society Register

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2019

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vol. 3

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issue 4

115-136

EN

National curricula are documents describing the knowledge, skills and social competences that students should acquire at the appropriate stages of education. In our article, we assume that these documents have the power to buttress the existing status quo or to change reality. Generally speaking, they are an attempt at transforming selected areas of culture in a deliberate, planned, and systemic manner. This paper, by means of Hofstede’s 4-D model of cultural differences among societies (viz power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity), is aimed at studying the way Polish and Ukrainian national curricula define the educational processes and Teacher-Student relations, in order to reveal the correlation between the cultural differences and learning/teaching process in Poland and Ukraine. A critical discourse analysis of the two state curricula has been done to interpret their contents.

11

Preschool Education in the Light of Current Program Assumptions. Selected Aspects

70%

ORDON U.

|

2018

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vol. 9

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issue 2

98-103

EN

In the context of current education reforms carried out at various levels of education, it is im-portant to ask about high quality and child friendly preschool education. As stated by Klim- -Klimaszewska, “preschool education in Poland is the first stage of education system. Its main task is not only to help parents in mentoring and education of children, but first of all to stimulate their comprehensive development and school preparation” (Klim-Klimaszewska, 2012, p. 9). At the level of preschool education we observed multidimensional transformations that aimed at new approach to the theory and paradigms of education, which serves improvement of effectiveness of children’s education.

12

Elements of health education in science coursebooks

61%

Chrzanowski M., Piszczek E.

Edukacja Biologiczna i Środowiskowa

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2018

|

issue 1

51-74

EN

Preamble to Core Curriculum of General Education for Gymnasia and Post-Gymnasium Schools provides a really important statement concerning health education: (…) health education is an important task of schools on 3rd and 4th educational stages. Its goal is to develop an attitude of care for one’s own and other people’s health and an ability to create a health-friendly environment. The health education is not an individual part of general teaching, thus its contents are included into curriculum of other subjects, especially to science and biology, but not only to science-related subjects). The core curriculum is a foundation not only to build documents connected with didactical planning, but also especially with process of teaching. Additionally all the coursebooks used in school have to be strictly related to goals of education and teaching content written in curriculum and must be approved by the Ministry of Education. The aim of research was to investigate the level of health education contents (included in science core curriculum for classes: 4th to 6th) implementation in all science school books for ISCED 1 to check whether the teaching contents referring to the health education are compatible to the new core curriculum and if it may lead to shaping of the students’ health awareness. What is important – the analyse was not aimed at making any ranking of textbooks or choosing the best one.

13

Quo Vadis polska edukacjo seksualna?

61%

Jamrozowicz B.

Edukacja Humanistyczna

|

2019

|

issue 2

115-132

PL

Instytucjonalizacja edukacji seksualnej w Polsce oraz konstytuowanie się treści dla zajęć: Wychowanie do życia w rodzinie to procesy, którym na przestrzeni ostatnich lat towarzyszyło żywe zainteresowanie ze strony polityków rożnych opcji. Oba procesy stanowiły swoisty element dyskursu władzy, którego częścią stały się dążenia do wytworzenia w uczniach „określonego” podejścia do seksualności, a wraz z nim pożądanych społecznie skutków „w dziedzinie płciowości”. Potraktowaniu tych dwóch obszarów w kategorii „naczynia połączonego” towarzyszy w tym artykule pojawienie się specyficznego obszaru analiz. Jego wyodrębnieniu służyło opisanie charakterystyk polityki społeczno - demograficznej oraz poddanie analizom treści podstaw programowych zajęć: Wychowanie do życia obowiązujących w szkole gimnazjalnej i ponadgimnazjalnej w okresie pomiędzy 1999 a 2014 rokiem. Przyjęłam, że podstawa programowa nie tylko pełni funkcję tekstu określającego zakres problematyki, która powinna się znaleźć w podręczniku, ale także odzwierciedla przekonania dominujących grup społecznych na kwestie społeczno - demograficzne. Celem podjętych rozważań stało się więc prześledzenie tendencji obecnych w polityce społeczno – demograficznej i przenikających do podstawy programowej, a dalej też rekonstrukcja jej znaczeń. Analizy te stanowiły wynik inspiracji propozycją badawczą Normana Fairclougha, mieszcząc się w polu badań odnoszących się do języka (w) edukacji. Podjęte rozważania stały się podstawą do formułowania wniosków odnoszących się do teraźniejszości i przyszłości szkolnej edukacji seksualnej.

EN

Institutionalization of sex education in Poland and the constitution of content for classes: Family life educaction are processes which have been accompanied by a keen interest from politicians of various options over recent years. Both processes constituted a specific element of the discourse of power, part of which became the striving to create in students a "specific" approach to sexuality, and with it the socially desirable effects "in the field of sexuality”. The treatment of these two areas in the category of "connected vessels" is accompanied by the appearance of a specific area of analysis in this article. Its separation was used to describe the characteristics of socio-demographic policy and to subject the content of the core curriculum to analyzes: Family life education in junior high and high school in the period between 1999 and 2014. I assumed that the core curriculum not only serves as a text defining the scope of the problem, which should be included in the textbook, but also reflects the beliefs of the dominant social groups on socio-demographic issues. Therefore, the aim of the undertaken considerations is to follow the tendencies present in socio-demographic policy and penetrate to the core curriculum, and also to reconstruct its meanings. These analyzes were the result of inspiration from the research proposal of Norman Fairclough, falling into the field of research relating to language (in) education. The considerations undertaken became the basis for formulating conclusions referring to the present and the future of school sex education.

14

Education policy and history education as tools for shaping an open society in Poland: A critical anthropological analysis

61%

Majbroda K.

Sprawy Narodowościowe

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2018

|

issue 50

EN

Education policy and history education as tools for shaping an open society in Poland: A critical anthropological analysisThe aim of this article is to examine the education policy in modern Poland from the anthropological point of view. We will begin with the assumption that education policy is the outcome of social, cultural, economic and political circumstances that influence both the vision of education at a given time, as well as its specific goals. Then we will present modern educational discourses from the perspective of socio-cultural anthropology as a cultural criticism and an essential part of new interventional humanities. The main purpose of this article is to address whether modern education policy, and above all history education in Poland, can be used as a tool to shape an open society as understood by Karl Popper. We will also demonstrate how official education discourse in Poland highlights patriotic and even nationalist issues, while silencing socio-cultural values and practices that constitute the foundation of democracy and open society. Współczesna polityka edukacyjna i nauczanie historii w Polsce jako narzędzia kształtowania społeczeństwa otwartego. Krytyczna analiza antropologicznaCelem artykułu jest pokazanie współczesnej polityki edukacyjnej funkcjonującej w Polsce w perspektywie antropologii społeczno-kulturowej. Punktem wyjścia jest założenie, iż polityka edukacyjna jest wynikiem splotu czynników społecznych, kulturowych, ekonomicznych oraz politycznych, które wpływają zarówno na obowiązującą w określonym czasie wizję edukacji jako takiej, jak i na jej cele szczegółowe. Tekst pokazuje współczesne dyskursy edukacyjne w perspektywie antropologii społeczno-kulturowej widzianej jako krytyka kulturowa i istotna część nowej humanistyki o charakterze interwencyjnym. W tym kontekście głównym wątkiem spajającym niniejszy artykuł jest pytanie o to, czy współczesna polityka edukacyjna a przede wszystkim edukacja historyczna w Polsce stanowią narzędzia kształtowania społeczeństwa otwartego w rozumieniu Karla Poppera. Istotnym aspektem tekstu jest pokazanie rozwijanego w Polsce oficjalnego dyskursu edukacyjnego, który eksponuje wątki patriotyczne, a nawet nacjonalistyczne, wyciszając wartości i praktyki społeczno-kulturowe, będące fundamentem demokracji i społeczeństwa otwartego.

15

The royal military college of Canada: Responding to the call for change

61%

Kowal H. J.

Security and Defence Quarterly

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2019

|

vol. 24

|

issue 2

87-104

EN

The Royal Military College of Canada (RMC) has a very proud history of producing quality officers for over 140 years, delivering excellence in education, research and military training that is responsive to the needs of Canada, the Defence community and the ever-changing global security environment. RMC is unique as it is a military unit that is also a recognized university. The primary mission of RMC is to support the Regular Officer Training Plan (ROTP) by educating, developing and inspiring bilingual and fit, ethical leaders to serve the Canadian Armed Forces (CAF) and Canada with distinction. Since RMC opened its doors in 1876 to the fi rst 18 cadets, there have been a number of studies that have examined the RMC program and that have been the catalyst for positive change. Th ese pivotal moments in history have been indispensable for RMC to remain relevant and continually improve. Of late, there has been a significant amount of attention placed on RMC again, defi ning another pivotal moment in RMC’s history that has become the catalyst for change once again. In October 2016, the Chief of the Defence Staff (CDS), General Jonathan Vance, initiated a Special Staff Assistance Visit (SSAV) to ensure the high standards expected of RMC are upheld and the Auditor General (AG) of Canada, Mr. Michael Ferguson, completed an audit of the ROTP at RMC, the results of which were presented to Parliament in November 2017. Many changes are already in place, but there is more work to do. With a look at governance, the four-pillar program and the call for change, this paper outlines what steps RMC has and will be taken to posture this ‘university with a diff erence’ for success for years to come.

16

Knowledge About the Language of Legislative Acts: An Absent Element in the Development of Key Competences in the Polish Education System

61%

Choduń A., Gmerek K.

Krytyka Prawa. Niezależne studia nad prawem

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2021

|

vol. 13

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issue 4

217-237

PL

Jednym z podstawowych elementów współczesnej edukacji jest rozwój kompetencji kluczowych. Wymóg ten zawarty jest w tekstach aktów prawnych (lokalnych i unijnych), jak również w dokumentach określających podstawę programową w poszczególnych krajach. Analizując ten problem na przykładzie Polski, wykazujemy, że kompetencje komunikacyjne w zakresie języka tekstów aktów prawnych, mające podstawowe znaczenie dla nowoczesnego, świadomego społeczeństwa, stanowią nieobecny element kompetencji kluczowych. W niniejszym artykule pokazujemy, dlaczego w społeczeństwie, które szybko się zmienia i opiera na wiedzy, ważne jest, by uczyć się o tym, jakie są rzeczywiste cechy tekstów aktów prawnych. Prezentujemy wyniki analizy podstawy programowej obowiązującej w Polsce w odniesieniu do edukacji prawnej w szkole średniej. Podajemy również swoją propozycję włączenia do podstawy programowej dla szkół średnich kwestii, które rozwijają kompetencje komunikacyjne uczniów w zakresie prawa.

EN

One of the basic aspects of modern education is the development of key compe-tences. This requirement is included in the legislative acts (domestic ones and those of the European Union) as well as in documents specifying core curricula in individual countries. By analysing this problem as exemplified by Poland, we show that communication competence in the language of the legislative acts, fun-damental for a modern, conscious people, is an absent element of key competences. In the article, we show why it is important to learn about the real features of the legislative acts in a rapidly changing, knowledge-oriented society. We present the results of the analysis of the core curriculum applicable in Poland for secondary schools in terms of legal education. We also present a proposal to include issues developing legal communication competence in the secondary school curriculum.

17

Teachers’ Opinions on Health Education Implementation in Polish Lower and Upper Secondary Schools

61%

Borzucka-Sitkiewicz K., Kowalczewska-Grabowska K., Gawlik D., Lamczyk D.

The New Educational Review

|

2017

|

vol. 47

151-161

EN

The article presents the findings of the research conducted in order to learn physical education teachers’ opinions on the implementation of the health edu- cation content. The study was carried out in lower and upper secondary schools located in the region of Upper Silesia (Poland). A quantitative method was used to gather and analyse data. The survey was conducted with a specially designed questionnaire including 17 items. The research was based on the analysis of core curriculum concerning the objectives and content of health education planned to be implemented during physical education classes in lower and upper secondary schools. The research allowed for identifying potential gaps and good practices in school-based health education and health promotion in the Polish socio-cultural conditions.

18

Poglądowość jako zasada działania edukacyjnego nauczyciela religii – analizy w kontekście nowych dokumentów programowych

61%

Zellma A.

Studia Elbląskie

|

2011

|

vol. 12

437-449

EN

The use of visual materials and methods in teaching so as to appeal to students’ senses is one of the earliest defined and most commonly accepted (especially in the twentieth century) principles governing the activities of religion teachers and students in religion lessons. In order to adhere to this principle one needs a detailed knowledge of teaching norms and methodological guidelines set down under the new religion curricula. In this article, an attempt will be made at describing the use of visual materials as a principle on which the teacher’s educational activities are based in the context of the amended “Core curriculum of the Catholic Church catechesis in Poland” and “Curriculum of RomanCatholic religion teaching”, approved in 2010 by the Commission for Catholic Education of the Polish Episcopal Conference. One shall begin with the understanding of the use of visual materials in general and catechetic didactics. Then, one shall analyse the issues related to this rule as a principle on which the religion teacher’s educational activities are based as proposed in the new, abovementioned curricula. In the conclusion, one describes catechetic suggestions for the authors of new series of textbooks and religion education materials as well as for religion teachers.

19

Znawca języka czy człowiek komunikujący się? O strukturze kompetencji językowo-komunikacyjnej ucznia klas IV–VI szkoły podstawowej wpisanej w podstawę programową z 2017 roku

61%

Nocoń J.

|

2019

|

vol. 10

|

issue 285

240-253

EN

The article aims to answer two questions: how the language instruction framework was inscribed into the 2017/2018 Polish language curriculum and what image of the linguistic and communicative competence results from this document. The research method is based on the assumption that these two questions can be answered by analysing the cognitive operators used in the description of specific requirements. The article analyses the operators found in the ‘language instruction’ section of the curriculum. Within the linguistic and communicative competence, the document distinguishes among metalinguistic, analytical, linguistic (including normative and grammar-lexical competences) and communicative competences. Each competence has been ascribed with a group of operational verbs. Quantitative data presenting the distribution of specific requirements among these categories has also been included. The resulting image of a 6th grade graduate is one of a language expert, with functional and cognitive knowledge of language, able to analyse the language on various levels of its structure and use it correctly in speech and writing – these three competences account for 80% of all specific requirements. The remaining part is more or less linked to language use. Since the analysis encompasses only grades 4 to 6 of primary school, its conclusions are considered as research hypotheses.

20

Multimedia i edukacja 2.18

57%

Wobalis M.

Polonistyka. Innowacje

|

2018

|

issue 8

209-226

EN

In the article the author discusses the main phenomena related to technologies that are representative for the second decade of the 21st century, which have the strongest impact on recipients (especially on children and teenagers), and thus on education. The article describes the relationship between technologies and teaching with a special focus put on the positive and negative impact on education. The author of the article also presents the main principles of the operation of digital technologies and related with them new media (or so-called ‘new new media’). Furthermore, the article also presents data of the level of computerization of Poland and compares them with the level of computerization of Polish schools. The author presents the current core curriculum of computer science and the Polish language in the context of their references to digital technologies and digital communication skills.

PL

W artykule autor omawia główne zjawiska związane z technologiami będące reprezentatywnymi dla drugiej dekady XXI wieku, które najsilniej oddziałują na odbiorców (szczególnie na dzieci i młodzież), a tym samym na edukację. Opisuje relacje między technologiami a nauczaniem ze szczególnym skupieniem się na pozytywnym oraz negatywnym ich wpływie na kształcenie. Przedstawia główne zasady działania technologii cyfrowych, a także powiązanych z nimi nowych mediów (i dalej tzw. nowych nowych mediów). W dalszej kolejności przywołuje dane dotyczące poziomu komputeryzacji Polski i zestawia je z poziomem komputeryzacji polskich szkół. Prezentuje aktualne podstawy programowe informatyki oraz języka polskiego w kontekście ich nawiązań do technologii cyfrowych i cyfrowych kompetencji komunikacyjnych.

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