This article was written as part of an academic project about the autoethnographs of the times of crisis that academic teachers from several universities in Poland took part in. From the collected stories about experiencing the pandemic, we singled out the thread of distance learning. We created a multivoiced narrative and then submitted it to a collective reflection. Collective autoethnography made it possible not only to recognize changes in the thinking about the self, academic culture, and teaching itself but also to pose questions about the possibility of transformation.

SELECTED ISSUES IN USING TECHNOLOGY IN EDUCATION IN CRITICAL AND HISTORICAL PERSPECTIVEHigh educational hopes were put into the appearance of each and every medium. The history of media development in the 20 th century is also the history of high educational hopes and spectacular failures. It seems that at least some major links of these processes are repeated in the development of most important technologies for transmission of information. Many scholars (e.g. Neil Selwyn from Monash University) believe that critical approach provides accurate diagnosis of failures in educational technology applications. Historical perspective, on the other hand, allows for seeing the whole of certain processes and eliminating the phenomena that are negative from the researcher's standpoint, e.g. excessive enthusiasm that accompanied the introduction of new technologies. This kind of "emotional smog" largely disappears if we accept historical perspective. Critical and historical analysis of the use of technology in education may give the opportunity for its effective use and avoiding traps into which radio, television, and the Internet fell during the 1990s.

J.G. Cooney’s children’s television project from the late 1960s is still developing, subject to change and evaluation. It was based on the belief that television can teach. “Sesame Street” turned out to be the most successful educational program for preschoolers. It was the result of a common effort of educators, psychologists and television producers. After a few decades, in a changed media landscape, when the screens became more and more present, again we can say that they can teach. This is mainly due to the possibility of focusing the child’s attention through digital tools. The article uses the method of historical analysis. It is used on the media and communication research to determine the context and background of the facts studied. In this article, the basic historical sources are the 1966 report by J.G. Conney and the reconstruction of the original project of educational television for children. The author of the report herself encourages a historical analysis of the text and its consequences by re-issuing the report, this time in a digital form in 2019. J.G. Cooney based her model on three basic pillars: pedagogy, psychology and television workshop. However, the television as it was then was not as “invasive” as the contemporary media, although it had already evoked very critical assessments. This contributed, among other things, to the discussion on the need to ensure public interest in the media. One of its elements is the use of technology for educational purposes. Today, children fulfill their developmental needs with the help of other tools and digital technologies hermetically fill their living environment. This situation is much more urgent than at the time of the creation of “Sesame Street” where many families (e.g. poor or immigrant ones) did not have such a wide access to technology. When creating the concept of using digital tools in education, the first project by J.G. Cooney should be treated as a key inspiration for creating a new model. As with the educational television project, in order to achieve the didactic goals, the cooperation of educators, psychologists and ICT specialists is needed. Only proper pedagogical planning can ensure success in the use of digital tools in didactics.

II wojna światowa doprowadziła do wielu radykalnych zmian na terytorium dzisiejszego Pomorza Zachodniego. Region ten zmienił przynależność państwową, przybyli tu nowi ludzie, zmienił się również krajobraz religijno-kulturowy. Na nowo zaczęła się kształtować tożsamość tego regionu. Uczestniczyła w tym procesie oczywiście również stolica Pomorza Zachodniego-Szczecin. W kształtowaniu tożsamości Szczecina co najmniej od kilku dekad biorą także udział media katolickie. F. Adamski dokonuje rozróżnienia na media "kościelne" i "katolickie". Te pierwsze uznaje za pozostające w pełnej dyspozycji władz kościelnych. Z kolei w przypadku tych drugich dokonuje kilku rozróż-1

New technologies that have been used in education are treated as the “golden mean” to remove most of the educational problems. Over time, it turns out that many of the original hopes have been disappointed. This paper tries to answer the question: Why is this happening? The historical-critical method allows analysing certain elements of the education system that are important to it and which turned out to be crucial when introducing additional technologies. That is the case with the position of a teacher in the education process. It turns out that the teacher's ideas about education can have a significant impact on his / her attitude to new technologies and thus their effectiveness. Hence, not only the preparation of teachers to use new technologies, but also shaping their ideas and building educational traditions is equally important in the effective application of new technologies in education.