The rapid social change, the rapid evolution of technology that we are witnessing, the education carried out in the online environment due to the conditions imposed by the pandemic period came together with the multitude of case studies assumed by the online environment. In order to continue training, teachers had to look for digital solutions both for organizing the instructional-educational act and for the effective realization of the teaching-learning-evaluation process. On the other hand, students were mobilized to continue their studies, even if this process no longer took place in the classroom. The transition from the physical environment of the act of education to the online environment represented a psychological shock for both the trainers and the trained. The multitude of virtual information and temptations raises many questions regarding the effects of massive technology on children. These digital materials can affect the act of training, if there is not a concise sorting of the digital resources necessary for learning, but also a rigor in spending time in the online environment. This is why there is a need for coherence and speed in the effective organization of learning in the digital environment, but also practical solutions for personal development outside the virtual environment.The rapid social change, the rapid evolution of technology that we are witnessing, the education carried out in the online environment due to the conditions imposed by the pandemic period came together with the multitude of case studies assumed by the online environment. In order to continue training, teachers had to look for digital solutions both for organizing the instructional-educational act and for the effective realization of the teaching-learning-evaluation process. On the other hand, students were mobilized to continue their studies, even if this process no longer took place in the classroom. The transition from the physical environment of the act of education to the online environment represented a psychological shock for both the trainers and the trained. The multitude of virtual information and temptations raises many questions regarding the effects of massive technology on children. These digital materials can affect the act of training, if there is not a concise sorting of the digital resources necessary for learning, but also a rigor in spending time in the online environment. This is why there is a need for coherence and speed in the effective organization of learning in the digital environment, but also practical solutions for personal development outside the virtual environment.

Schimbarea socială rapidă, evoluția tehnologiei în ritm alert la care asistăm, educația desfășurată în mediul online datorită condițiilor impuse de perioada pandemică au venit la pachet cu multitudinea de cazuistici presupuse de mediul online. Pentru a continua instruirea, profesorii au fost nevoiți să caute soluții digitale atât de organizare a actului instructiv-educativ, cât și de realizare efectivă a procesului de predare-învățare-evaluare. Pe de altă parte, elevii au fost mobilizați să-și continue studiile, chiar dacă acest proces nu mai avea loc în sala de clasă. Trecerea din mediul fizic al actului de educație în mediul online a reprezentat un șoc psihologic atât pentru formatori, cât și pentru cei formați. Multitudinea de informații și tentații din virtual ridică numeroase întrebări vizavi de efectele tehnologizării masive asupra copiilor. Aceste materiale digitale pot afecta actul instruirii, dacă nu se face o triere concisă a resurselor digitale necesare învățării, dar și o rigoare în petrecerea timpului în mediul online. Iată de ce este nevoie de coerență și de celeritate în organizarea eficientă a învățării în mediul digital, dar și de soluții practice de evoluție personală în afara mediului virtual.