The article serves as a summary of one of the parts of the research carried out under the NP-2550 grant in the Department of Education and Media in Education of the Faculty of Pedagogical Sciences at Nicolaus Copernicus University in Toruń. The presented analyses concern the application of modern educational tools in the process of education. The work includes a discussion of the frequency, as well as ways, of using ICT devices by early education teachers. It shows the relationship between the presence of modern computer tools in the teaching process and the constructive-cognitive character of activities undertaken in the classroom. The research referred to was carried out among 148 teachers in the Kujawsko-Pomorskie Province. The analyses presented to the reader are mainly based on the quantitative data obtained on the basis of: knowledge and skills tests, observation, as well as surveys. The research material was supplemented with qualitative data obtained through the conducted interviews.

The article is a summary of one part of the research conducted in the Department of Didactics and Media in Education, regarding the use of tablets in the teaching process. The paper provides an overview of the frequency of use, as well as ways of using the tools by students of the humanities. It presents the relationship between the presence of tablets in the teaching process and the cognitive-constructivist nature of acting. The presented study was carried out among 396 students of the humanities. The study used diagnostic survey methods, as well as the pedagogical crossover experiment.

The article concerns theoretical considerations on psychological concepts of learning in the context of e-learning. The author begins the theoretical analysis by reviewing the literature, including behavioural, cognitive and humanistic theories. Based on a detailed analysis, cognitivism is indicated as a theory that has particular application in e-learning, especially due to the continuity of the teaching process and adapting the content to the student’s level. An example of a cognitive model is D. Kolb’s model, which can be effectively used in e-learning because it includes closed cognitiveexperimental processes. The basic argument for adopting cognitive theories as dominant in e-learning is their ability to maintain the continuity of the educational process, which can be effectively implemented via e-learning platforms. A key element connecting cognitive theories with e-learning is the Multiple Coding Theory, which suggests that the transfer of knowledge becomes more effective when it takes place through different channels, enabling reception through several senses.