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Report on ICT in Education in the Czech Republic

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10416015" target="_blank" >RIV/00216208:11410/20:10416015 - isvavai.cz</a>

  • Výsledek na webu

    <a href="http://10.1007/978-981-15-6879-4" target="_blank" >http://10.1007/978-981-15-6879-4</a>

  • DOI - Digital Object Identifier

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    Report on ICT in Education in the Czech Republic

  • Popis výsledku v původním jazyce

    This chapter presents the Czech Republic as a small Central European country in which applications of computer technology, informatics, cybernetics and robotics in science and research, in medicine, industry and education have a long tradition. The origins of computer science development in this country are associated with the names Antonín Svoboda and Vladimír Vand. The chapter briefly introduces the history, political structure and educational system of the Czech Republic, including a system of teacher education and teacher professional development. It brings demographic and geographical data. The attention in the chapter is devoted to the conditions in which the integration of ICT into education at primary schools, secondary schools and universities is under way and how the Digital Education Strategy up to 2020, adopted by the Czech government in 2014, is fulfilled. The chapter provides statistical data of the Czech Statistical Office (ČSÚ) and the Czech School Inspectorate (ČŠI) on computer technology equipment and Internet connectivity of households and schools, number of schools, pupils, teachers in the Czech Republic. The main attention is paid to a position of the ICT educational area in curriculum for primary and secondary school education and to key factors influencing whether and how the primary and secondary school teachers use technology in their teaching in classroom. The chapter also introduces two national projects &quot;PRIM&quot; and &quot;Digital Literacy&quot; in which all nine faculties of education in the Czech Republic develop and validate teaching and learning materials for kindergartens, primary and secondary schools and teacher education in accordance with Digital Literacy Concept defined in DigComp and the Concept of Computational Thinking.

  • Název v anglickém jazyce

    Report on ICT in Education in the Czech Republic

  • Popis výsledku anglicky

    This chapter presents the Czech Republic as a small Central European country in which applications of computer technology, informatics, cybernetics and robotics in science and research, in medicine, industry and education have a long tradition. The origins of computer science development in this country are associated with the names Antonín Svoboda and Vladimír Vand. The chapter briefly introduces the history, political structure and educational system of the Czech Republic, including a system of teacher education and teacher professional development. It brings demographic and geographical data. The attention in the chapter is devoted to the conditions in which the integration of ICT into education at primary schools, secondary schools and universities is under way and how the Digital Education Strategy up to 2020, adopted by the Czech government in 2014, is fulfilled. The chapter provides statistical data of the Czech Statistical Office (ČSÚ) and the Czech School Inspectorate (ČŠI) on computer technology equipment and Internet connectivity of households and schools, number of schools, pupils, teachers in the Czech Republic. The main attention is paid to a position of the ICT educational area in curriculum for primary and secondary school education and to key factors influencing whether and how the primary and secondary school teachers use technology in their teaching in classroom. The chapter also introduces two national projects &quot;PRIM&quot; and &quot;Digital Literacy&quot; in which all nine faculties of education in the Czech Republic develop and validate teaching and learning materials for kindergartens, primary and secondary schools and teacher education in accordance with Digital Literacy Concept defined in DigComp and the Concept of Computational Thinking.

Klasifikace

  • Druh

    C - Kapitola v odborné knize

  • CEP obor

  • OECD FORD obor

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Návaznosti výsledku

  • Projekt

  • Návaznosti

    I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Ostatní

  • Rok uplatnění

    2020

  • Kód důvěrnosti údajů

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Údaje specifické pro druh výsledku

  • Název knihy nebo sborníku

    Comparative Analysis of ICT in Education between China and Central and Eastern European Countries

  • ISBN

    978-981-15-6878-7

  • Počet stran výsledku

    25

  • Strana od-do

    107-131

  • Počet stran knihy

    414

  • Název nakladatele

    Springer Verlag, Singapore

  • Místo vydání

    Singapore

  • Kód UT WoS kapitoly