This diploma thesis is dealing with the negative consequences of implementation of information and communication technologies and its penetration into education. The purpose of the thesis is identification and analysis of problems dealing with the intensive use of ICT in education of children in elementary school. The objectives of the thesis were fulfilled using theoretical and empirical research methods. The theoretical methods subsumed study and analysis of scientific literature, articles and study of results of theme related experiments. The empirical research methods contained interview, questionnaire, and students' observation. The conclusion of the thesis contains evaluation and summary of the explorative research results, research findings and recommendations for further education and pedagogical practice.

Pastaraisiais metais informacinės komunikacinės technologijos (IKT) tapo bene svarbiausiu diskusijų objektu. Šios diskusijos vyksta įvairiais lygmenimis – moksliniu, techniniu, politiniu, vadybiniu ir pan. Neabejotina, kad šiandieninės technologijų galimybės yra didžiulės. Labai problematiška sritis – technologijų „perkėlimas“ į švietimo sistemą. Kaip tai padaryti? Kaip efektyviai panaudoti mokymo(si) tikslais? Kaip sumažinti galimai neigiamą poveikį sveikatai? Pasaulis kinta labai sparčiai, techninės galimybės didėja kasdien. Skaitmeninė revoliucija daro žmonių gyvenimą lengvesnį, keičia ir jų darbą, ir laisvalaikį. Ar galime teigti, kad šiuolaikinės IKT padeda organizuoti ugdymo procesą? Šis klausimas nėra vienareikšmis. Akivaizdu, kad tobulėdamos IKT vis labiau skverbiasi į įvairias mūsų gyvenimo sritis (Lamanauskas, 2006). IKT panaudojimas ugdymo įstaigose – tai dar ne taip seniai į ugdymo procesą integruota ugdymo(si) priemonė. Ji negali būti įvertinta vienareikšmiškai dėl jos naujumo ir nuolatinės kaitos. Prieš keletą metų pagrindinis uždavinys buvo mokyklų aprūpinimas nauja kompiuterine technika, šiandien aktualia problema tapo kaip veiksmingai IKT integruoti į ugdymo procesą. Dažniausiai galvojama, kokią naudą duos IKT teikiamos galimybės ugdymo(si) procesui, bet pamirštama, kad IKT ugdytinius veikia ir neigiamai. Šio darbo tikslas ir yra nustatyti, kokie veiksniai ugdytiniams dirbant su IKT neigiamai veikia juos pačius ir ugdymo(si) procesą. / Recently, the issues of Information and Communication Technologies have been exhaustively discussed. The questions are debated at scientific, technical, political, managerial etc level. Certainly, the present technologies have many possibilities. However, ‚transferring‘ them to the educational system seems to be the most difficult problem. What are the solutions to be reached in order to effectively apply the technologies for teaching/learning purposes, to decrease a possible negatyve impact on health etc. A question if we can support an idea that modern ITC helps with the educational process is not explicit?(Lamanauskas, 2006). Usage of the ICT in educational establishments (institutions) is device of education, integrated in learning process for not so long time ago. It can not be evaluated unambiguous, because of its (newness) originality and permanent shifting (alternation). Few years ago main task was to provide (supply) new computers for schools, today’s point (relevant) problem becomes how to integrate the ICT for effective using in learning process. Usually it is contemplated in what possibilities in learning process will give the use of ICT, but everyone forgets that there is a negative influence for the pupils. Main aim of this work is to estimate what kind of subjects gives the negative influence for the pupils and the learning process in working with ICT.

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The subject of this dissertation is area of information and communication technology for social, communicative and cognitive ability of learners and subsequent negative consequences in the process of education. The aim is to identify and analyze problems in the field of education and their connection with the use of information and communication technologies. The thesis involves information from research, which is focused on effects of Information and communication technology on children's psyche and the negative impacts this action in education at the elementary school. To meet the objectives of this dissertation were used theoretical and empirical research methods. The content of theoretical research methods was the study and analysis of literature, articles and especially analysis of scientific literature professionally primary information sources of research studies and experiments. In the field of empirical research methods were used in the thesis questionnaire survey in the realm of community teachers. The conclusion contains the results of exploratory research methods, conclusions and recommended proposals for the area of education and teaching practice.

This thesis deals with the negative influence of media on children, youth and their free time. The paper is divided into theoretical and practical parts. The theoretical part treats mass media and how children and youth spend their free time. The basic characteristics of media, their functions, relationship to society and different negative impacts on individuals are described. The practical part is composed of a research investigation that was carried out at two primary schools, including 125 pupils. This survey tries to find out the relationship of pupils to media and get some information about the activities in their free time. All results of this research are graphically depicted and evaluated.

The purpose of this study was to explore the relationship between active procrastination, self-regulated learning and academic achievement. Participants included 108 undergraduate students enrolled in a first-year elective course at a Canadian university. Students reported their level of active procrastination, cognitive and metacognitive strategy use, self-efficacy for learning and performance, goal quality and self-reported goal attainment over the semester. Measures included the self-report Active Procrastination Scale (APS; Choi & Moran, 2009), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich Smith, Garcia, & McKeachie, 1991) and weekly reflections. Findings revealed: (a) active procrastination was significantly positively related to academic achievement, (b) the ability to meet deadlines was the component of active procrastination most related to SRL variables, and (c) self-reported goal attainment accounted for the most variance in ability to meet deadlines score. Further research is needed to explore the central role of ability to meet deadlines in active procrastination and the order in which SRL variables, active procrastination and negative influence of procrastination predict academic achievement. / Graduate