ABSTRACT
We live in an epoch of constant changes, in the implementation of new ideas and conceptions, but also the roles through which we try to move ourselves and society forward. Multilateral effects of technological progress are reflected in various sectors, including of the education sector. This fact cannot be denied, because information and communication technologies currently represent a worldwide extraordinary motive force of structural changes. Beside of reduction of expenses also own organizing of workflow of the pedagogical employee is changing. Wider application of new technologies in the learning process puts higher demands on the qualifications, on the structure formation of new learning documents and other forms of communication (Lepiš 2006).
