On the border o f education and informatics

At the doorway of the 21s1 century we face a very important challenge - how to take advantage of one of the greatest achievements of man’s invention of the 20th century and put it into practical use on everyday basis. This relates to the microelectronic world of science. The discovery of microelectronic technology allows to produce machines on a mass scale which are called computers. In spite of the fact that the address (applicational) field of these machines grows from day to day and our planet is surrounded by a network of data highways, we still don’t know enough about how to take advantage of the computer world to support the educational process. These have been present for many years now (computers) but the constant stream of information which could be selected as part of education being supported by computers, has created a complex arrangement of information networks. From this point of view, the potential and identifiable numbers of the structural and methodological solutions are growing, thus allowing the achievement of assigned educational targets. We have a problem, however, which consists in the fact that the greater the number of these solutions present, the more difficult an equivocal decision - meaning which particular way (ways) are the most efficient and most effective; an unknown equation for teachers today. This publication therefore is an attempt to assign the subject of enthropy for the purposes of using the mathematical theory of information. In this light, such deliberations have a theoretical nature but at the same time, evince the fact that to support the educational process through computers could have a very essential influence on the development of the productivity process. This conclusion (as above) is not imbued with an intuitive profile but rather, is the result of specific calculations. Such a formulation is one more argument for scientific inroads into this area to look for an educational model for the 21st century. There is much that points out that the present system of education is very much worn out when confronted with the needs and expectations of our civilisation. It may be possible to renovate and update this educational model for some time yet, which has been the case for several decades. The time though is coming for a ‘Total New’ ! Our dilemma is - are we able to design one sensibly?