New paradigm of education informatization: terms evolution in context of terminological ambiguity problem

The article considers a problem of ambiguity by an example of two newly coined terms from the field of educational ICT. Shown that the analysis of terminological ambiguity conducted from the standpoint of social informatics with complex using of linguistic, sociological and informatical methods enables us to establish the cause of inaccurate terms emergence. It makes it possible to formulate regulations that extend understanding of the subject area for which the terms are intended, namely, a hypothesis about the formation of a new paradigm of education informatization.