Development of the learning organization conception in educational institutions

Informacinėms technologijoms (IT) vis intensyviau įsitiejant j visuomeninį ir socialinį gyvenimą, bendrąją žmonijos kultūrą, kompiuterinio raštingumo sąvoka tampa fundamentali, neatsiejama nuo bendrojo raštingumo ir visos ugdymo koncepcijos. Išnagrinėjus daugelį mokslinių dar-ų, strateginių dokumentų, straipsnių švietimo politikos klausimais, parengtas sintetinis straipsnis, kuriame, atsižvelgiant į bendrąsias raštingumo ir IT diegimo švietime teorijas, analizuojama Lietuvoje susiformavusi kompiuterinio raštingumo samprata. Supažindinama su kompiuterinio raštingumo (IKT raštingumas vartojamas sinonimiškai) metaforos ištakomis, jo vieta bazinio ir generinio raštingumo paradigmose. Apžvelgiamas daugialypis kompiuterinio raštingumo pobūdis: sąlytis su kritiniu mąstymu, tarpasmenine kompetencija, vertybinėmis nuostatomis, sociokultūrine patirtimi, autonomine ir ideologine raštingumo samprata. Nagrinėjama kompiuterinio raštingumo vieta informacinių ir komunikacinių technologijų (IKT) diegimo paradigmose ir IKT diegimo etapuose.Information and communication technologies (ICTJ are becoming increasingly entrenched into all aspects of economic, social and public life. Computer or ICT literacy is now a fundamental component of human literacy. However, there is no commonly agreed-upon definition and meaning of ICT literacy term. For some, ICT literacy consists only of the basic knowledge and skills necessary to use ICT, for others it includes a broad range of generic abilities, metacognitive capacities and/or non-cognitive attributes. This article analyses two different ICT literacy concepts, which have become popular in the last twenty years in Lithuanian secondary (K-12) education: "information culture" and "computer literacy". After an examination of formal definitions, the article explores how these concepts have influenced secondary education in Lithuania with a focus on educational goals (i.e., curricula targets and education dards), the learning and teaching process (i.e. educational methods and syllabuses) and assessment) examinations and credits). Both concepts are examined from two pen ves: contemporary general literacy theory and implementation into education. Conducted suggests that concepts of "information culture” and "computer literacy" are ideologically inconsistent the re is a lack of coherency between the specified ļ the teaching and learning syllabus and assess The article argues that consistent modern con "ICT literacy" is still in the process of development in Lithuanian secondary education