The impact of scientific progress on education is significant in terms of human, material
and temporal resources, so it is necessary to rethink the entire education system. Globalization,
excessive use of the Internet and network communication, actions that reflect the scientific and
technological achievements of today's society, the challenges, but also the risks to which we are
exposed through the continuous information explosion, determine the need to identify and formulate
appropriate models of computerization of education. implementation would consider, firstly, the
prevention and reduction of possible negative psychological and pedagogical consequences on
students and, secondly, the provision of directions for intellectual development, the creation of radical
new solutions to various problematic situations, the formulation of individual views on the
relationship and interdependence between objects and phenomena, creating ideas based on the
systematization and generalization of information and knowledge.
Taking into account the aspects mentioned above, the didactic-technological model for the
computerization of education will be understood as a set of viable scientific, pedagogical and
technological solutions, aimed at promoting the achievements of the information society through
network communication.
We aim to substantiate and describe the factors that affect the development of network
communication, factors that are related to scientific and technological achievements, the advantages
and risks to which they are exposed and that Internet users must know in an information society. We
will exemplify the didactic-technological models regarding the computerization of education and we
will propose various working techniques useful in their implementation in the classroom by the
teachers. We will also describe the correlation between didactic-technological models and the factors
that affect the development of modern education [9].