The paper provides an overview of information and communication technology (hereinafter - ICT) development trends in social educator’s activity, including the analysis and presentation of communication objects and objects of social educator’s activity. Due to a sustainable application of ICT, more and more students enter the universities with the appropriate computer literacy skills; therefore the universities shall solve the problem of further development of professional ICT competences. Teachers’ ICT literacy is defined by law, whereas qualification requirements of specialists providing social pedagogical assistance have not yet been set. In view of this it is necessary to address the ICT competence of the above professionals by focusing on their activities and communication objects. The article discusses the needs and opportunities for upgrading ICT competences of future social educators.

The paper provides an overview of information and communication technology (hereinafter - ICT) development trends in social educator’s activity, including the analysis and presentation of communication objects and objects of social educator’s activity. Due to a sustainable application of ICT, more and more students enter the universities with the appropriate computer literacy skills; therefore the universities shall solve the problem of further development of professional ICT competences. Teachers’ ICT literacy is defined by law, whereas qualification requirements of specialists providing social pedagogical assistance have not yet been set. In view of this it is necessary to address the ICT competence of the above professionals by focusing on their activities and communication objects. The article discusses the needs and opportunities for upgrading ICT competences of future social educators.

The paper presents results of the research of social educator’s use of information and communication technology (ICT) tools. Based on the expert study and social educators survey this article reveals assumptions of accessibility, importance and usage of ICT tools in social educator’s educational environment. The questionnaire was prepared according the scientific literature study and qualitative expert research: it was selected eight ICT tools and twenty ICT tools identified features were investigated at the research. The survey sample – 292 social educators working in schools of general education in Lithuania. The social educators evaluated the accessibility, importance and use of ICT tools, how can it be used for social educator’s educational work functions. The data analysis of the survey reveals the educational environment enriching the social educators with ICT tools accessibility, importance and usage assumptions. On the basis of the research findings may be helpful to the authorities responsible for social educator educational environment modernization and qualification development.

The article presents the results of expert evaluation of the social educators ICT-riched educational environment and ICT tools, the opportunities of ICT for social educator functions and effective socio-educational activities to be performed are revealed. The study distinguished the most important social educator‘s socio-educational components: e. diary, e. portfolio, interactive board, social networking, school web site, e-mail surveys, virtual training (learning) environment, educational computer games. Analyzing ICT, enriching selection or the educational environment of the social educator the the ICT tools essential criteriahighlights: accessibility – the opportunity to use, the importance – forsocial educator functions to be performed, application – the use in socioeducative activities. The creation of ICT-riched educational environment of social educators’ is an integral part of the school’s modernization and part of the use of ICT, therefore ICT development ant implementation of innovative ICT should create favorable conditions in order to use these technologies in specific social educators’ activities.

Research of electronic game opportunities to enrich social pedagogic activities revealed that there are only a few positive social pedagogic aspects of these games. Sports themed games are related to better ability to create and maintain social relations while logical and puzzle games or playing in groups shows increase in social activity. Study highlighted aspects and dangers of electronic games that require attention of social pedagogy, education system workers and parents. A big concern is extended periods of time spent playing electronic games and negatively influential information within them. Extended electronic game playing periods of 4 and more hours and aggression and violence within games is related to decrease emotional state, social apathy, decreased ability to engage or maintain social relations, increase in delinquent traits and problems at school. It’s important for social pedagogic activity organizers to determine how much time a child spends on games, what content these games have that have positive effect in social pedagogic activities and does not become a replacement of them.

The paper analyzes how the implementation of smart society and ICT development provisions can increase children’s inclusion. The survey involved 436 respondents studying in Lithuanian general education schools (grades 5–12). This article discusses the most commonly used ICT tools, their availability and application, based on the quantitative results of the study. Research shows that students like to use ICT tools. Smart phone and PC is the most commonly used devices. The tablet options currently are not exploited. 16–18 years old respondents use ICT tools at least 2–4 hours per day. Access to ICT tools at school is average. Just half of the respondents knows who can help with ICT problems. There is no influence for inclusion if teachers do not ask to do homework related with ICT tools. Students are interested in using ICT tools features themselves. Research shows that usage of ICT tools are important in educational process. The possibility of strengthening inclusion, occurs systematically developing ICT tools usage at schools. Strong inclusion leads to the successful socialization.