Curricular Reform and Information Science

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73587370" target="_blank" >RIV/61989592:15410/18:73587370 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sgemsocial.org/index.php/jresearch-article?citekey=Serafin201813207214" target="_blank" >https://www.sgemsocial.org/index.php/jresearch-article?citekey=Serafin201813207214</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5593/sgemsocial2018/3.4/S13.026" target="_blank" >10.5593/sgemsocial2018/3.4/S13.026</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Curricular Reform and Information Science

Popis výsledku v původním jazyce

Information and Communication Technologies are one of the basic educations of areas in the Framework Educational Programme for Basic Education to enable students to acquire a basic level of information literacy. The aim is to equip students with elementary skills in operating of computer equipment and modern information and communication technologies, but also to navigate in the world of information, creatively work with information and use them in further education and in practical life (Framework Educational Programme for Basic Education, 2015). In the framework curriculum for basic education, it is stated that ‘the skills acquired constitute a prerequisite for success in the labour market in an information society, and are a pre-condition for the effective development of professional and leisure activities. Mastering computer technology, particularly the ability to quickly find and process needed information using the Internet and other digital media, allows pupils to “learn anywhere and at any time”. Moreover, it takes the burden off memory while allowing for the use of a far more extensive volume of data and information than before, accelerates the updating of knowledge and appropriately complements standard textbooks and other aids.’ It is evident from the above that the emphasis is put on the applicability of computer technology, backed up by educational software and information resources in all educational areas of basic education. This application level should exceed the framework of educational content of the educational field of Information and Communication Technologies and become part of all educational areas in basic education. The paper deals with the analysis of the situation and draws conclusions on the system of education in the Czech Republic in the context of the challenges of INDUSTRY 4.0 in response to the capture, the robotics industry and services.

Název v anglickém jazyce

Curricular Reform and Information Science

Popis výsledku anglicky

Information and Communication Technologies are one of the basic educations of areas in the Framework Educational Programme for Basic Education to enable students to acquire a basic level of information literacy. The aim is to equip students with elementary skills in operating of computer equipment and modern information and communication technologies, but also to navigate in the world of information, creatively work with information and use them in further education and in practical life (Framework Educational Programme for Basic Education, 2015). In the framework curriculum for basic education, it is stated that ‘the skills acquired constitute a prerequisite for success in the labour market in an information society, and are a pre-condition for the effective development of professional and leisure activities. Mastering computer technology, particularly the ability to quickly find and process needed information using the Internet and other digital media, allows pupils to “learn anywhere and at any time”. Moreover, it takes the burden off memory while allowing for the use of a far more extensive volume of data and information than before, accelerates the updating of knowledge and appropriately complements standard textbooks and other aids.’ It is evident from the above that the emphasis is put on the applicability of computer technology, backed up by educational software and information resources in all educational areas of basic education. This application level should exceed the framework of educational content of the educational field of Information and Communication Technologies and become part of all educational areas in basic education. The paper deals with the analysis of the situation and draws conclusions on the system of education in the Czech Republic in the context of the challenges of INDUSTRY 4.0 in response to the capture, the robotics industry and services.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

5th International Multidisciplinary Scientific Conferences on Social Sciences and Arts SGEM 2018

ISBN

978-619-7408-56-0

ISSN

2367-5659

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

207-214

Název nakladatele

STEF92 Technology Ltd.

Místo vydání

Sofia

Místo konání akce

Albena

Datum konání akce

26. 8. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—