This article presents research studies regarding the definition of the genesis and determinants of ICT development in the context of behavioural, humanistic and cognitive theories of education. It explains the phenomena which are connected with their application in didactic processes. The research methodology used is based on the review of literature of the subject and some studies performed previously. The effect of the studies relies on proposing a kind of meta-programming in didactics, using the achievements of various kinds of didactic programming based on computer systems and ICT.
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