DOI: 10.11118/978-80-7509-832-0-0281

DIGITÁLNÍ KOMPETENCE ŽÁKŮ V SOUVISLOSTI S COVID-19

Helena Zelníčková, David Vorel, Peter Marinič

Digital competences are gaining in importance both in connection with the changes outlined in the Strategy of Education Policy of the Czech Republic until 2030 (Strategy 2030+), but also in connection with the practical effects of restrictions introduced in connection with the ongoing pandemic COVID-19, which since 2020 process and educational content. Over time, we have several findings on the impact of these measures on the educational process (Pavlas et al., 2021; Boudová et al., 2021), which indicate that there are approximately 50,000 students in the Czech Republic who did not participate in distance learning. It would be very interesting to identify the effects of distance learning on the digital competences of pupils and teachers, even those who did not participate in distance learning. According to research conducted before the pandemic (Štípek, Rambousek & Vaňková, 2015), a fifth of primary school teachers did not have sufficient digital competence. Therefore, in order to be able to conduct such a survey, it is necessary to choose a suitable tool for measuring digital competencies. The approach to the models of digital competences themselves differs (Černý, 2020). Within the European Union, the European Commission prefers the Digital Competence Framework, which also has its own modification for use among primary and secondary school pupils (Guiter, Romeu & Baztán, 2019).

Keywords: competence, research tool, educational process, educational competence, pupil

pages: 281-286