Publication details

Digitální kompetence žáků v souvislosti s COVID-19

Title in English Digital Competencies of Pupils in Connection with COVID-19


Year of publication 2021
Type Conference abstract
MU Faculty or unit

Faculty of Education

Description Digital competencies are gaining in importance, both in connection with the changes outlined in the Strategy of Education Policy of the Czech Republic until 2030, but also due to practical impacts of restrictions introduced in connection with the ongoing pandemic COVID-19, influencing the educational process and educational content. Over time, we have several findings on the impact of these restritions on the educational process, which indicate that there are approximately 50,000 pupils in the Czech Republic who did not participate in distance learning. It would be remarkably interesting to identify the effects of distance learning on the digital competencies of pupils and teachers, even those who did not participate in distance learning. According to research conducted before the pandemic time, a fifth of primary schools teachers did not have sufficient digital competencies. Therefore, 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 competencies themselves differs. 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. The aim of the paper is to identifiy a suitable model of digital competencies, for which a tool for measuring digital competencies is available, with the possibility of applying this tool to primary and secondary school pupils, even considering the possibility of applying the tool for measuring digital competencies to pupils not participating in distance learning. This identification is based on a literature review and subsequent content analysis of obtained data. As a result of the analysis of individual models identified according to literature review available resources, is the digital competences´ model suitable for measuring the level of digital competencies of primary and secondary school pupils and teachers, even those who did not participate in distance learning. In addition to the characteristics and theoretical anchoring of the selecetd model, specific form of a tool for measuring digital competencies in the target group and its readiness for direct application in the field is part of the results as well.
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