Abstract
The article concerns one of the currently important trends in education - the implementation of ICT to the teaching process. It analyzes the capacities and limitations of the use of computer cognitive technology in teaching, and the influence of media on pupils’ learning.
It explains the pedagogical-psychological aspects of computer cognitive technology such as the impact of visualizability, interactiveness, individualization, learning by experience, pupil-oriented teaching, the exchange of teacher’s and pupil’s roles, feedback, concentration etc. The author also points out the limitations of the use of ICT in teaching - especially in the realm of pupils’ activity, orientation on consumable illustrativeness, iconic learning, insufficient conceptual thinking and critical analysis of information by pupils, insufficient development of abstraction etc.
She also mentions the significance of the developent of pupils’ value orientation in the cotext of ICT implementation. Key words