Magistrska naloga proučuje in predstavlja zgodovinski razvoj vpenjanja tehnologije najprej v družbeni, nato pa še v šolski prostor in s tem spreminjanje vzgojno-izobraževalne prakse. S temo nas seznani v treh delih. V prvem delu predstavi sociološke teoretske premisleke o odnosu med človekom in njegovim tehnološkim okoljem in nadaljuje s predstavitvijo sodobnih tehnoloških sprememb, ki jih narekujejo novi mediji. Nazadnje se dotakne dveh pomembnih družbenih problemov, povezanih tudi z vzgojno-izobraževalnim področjem, tj. omajanje primata pisave in eksternalizacija spomina. V drugem delu naloga preide na konkretnejše primere tehnološkega spreminjanja vzgojno-izobraževalnih procesov in v slovenskem prostoru predstavi zgodovinski razvoj sodobne izobraževalne tehnologije od začetka 20. stoletja do danes. V tretjem delu se osredotočamo na pregled usmeritev ključnih političnih dokumentov na ravni Evropske unije ter na nacionalni ravni, ki predstavljajo podporo prilagajanju sistemov vzgoje in izobraževanja temu, kar imenujejo »digitalna doba«. Predstavljene intence dokumentov v sklepnem poglavju besedila prevprašujemo s širšega pedagoškega vidika. This master's thesis examines and presents the historical development of the incorporation of technology, first in the social and then in the educational space, and the resulting changes in educational practice. It presents the topic in three parts. The first presents sociological theoretical perspectives on the relationship between man and his technological environment and goes on to present contemporary technological changes dictated by the new media. Finally, it touches on two important social problems, also linked to the educational sphere, namely the diminishing supremacy of writing and the externalisation of memory. In the second part, the thesis moves on to more concrete examples of technological change in educational contex and presents the historical development of modern educational technology in Slovenia from the beginning of the 20th century to the present day. In the third part, we focus on an overview of the orientations of key policy documents at the European Union and national level, which represent support for the adaptation of education and training systems to what they call the "digital age". In the concluding section of the text, we reflect the documents' intentions from a broader pedagogical perspective.
