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Digital technologies are a common feature of present society and people's lives. They have made a significant entry into education as well. Information and communication technologies (ICTs) therefore become an important political issue as early as the last decades of the 20th century, when this topic was reflected in the priorities and goals of educational policies. In the present study, the authors focus on the history and transformations of educational policies regarding ICTs in two Europeandoi:10.5817/sp2018-4-2 fatcat:756s5rm6v5aybiblmfcdrcz7la