@article {90,
	title = {RESEARCH OF ICT EDUCATION IN THE CZECH REPUBLIC},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {24-34},
	abstract = {Information or ICT education in various forms has become an obligatory part of curriculum in all developed school systems. However, the approach to ICT education is not uniform across countries. There are substantial differences in organizational set-ups, topics range and forms of corresponding school activities. More than that, the general concepts, goals and learning content declared in the national curriculum and policy documents has to be concreted, aimed and transformed by teachers into the school-level curriculum. During the transformation, the teacher{\textquoteright}s experiences, personal attitudes, professional skills and technology competences project into her/his decisions and they influence the process and the results of ICT education. Therefore, further differences emerge as teachers{\textquoteright} understanding of some key concepts and their attributed importance slightly varies. These facts stress not only the importance of modern, competence oriented information education in the primary and lower secondary education, but also the necessity of research activities trying to identify the situation and the concept of development of ICT competences of pupils with impact of research findings on the elaboration of methodology of information education and improvement of teachers training in the given direction.
 The Faculty of Education at Charles University in Prague deals with ICT education and information literacy as one of its main research topics. In 2006 {\textendash} 2007, a group of faculty researchers and PhD students in cooperation with the Ministry of Education of Czech Republic performed a national research project focused on curricular, processional and organizational elements of ICT education in Czech primary (ISCED 1) and lower secondary (ISCED 2) schools. The main goal of the research was to gather relevant indicators of the state and tendencies in this rapidly evolving area of elementary education and to propose steps to improve the quality of pre-service and in-service teacher training in the field of ICT integration into their subject. The research topic was, in general, the development of pupils{\textquoteright} ICT competences and its determinants. The research field was an area covering the wide range of various ICT activities realized in specialized subjects and cross curricular projects. An interactive on-line survey system was used as a research tool and data were analysed by standard statistical methods to produce a global portrait of ICT education in Czech schools. The survey was addressed to teachers being involved in any form of ICT activities at a particular school. Relevant responses were collected from 930 schools across the land. The paper presents a short summary of the research project and some results.},
	keywords = {information and communication technology, information education, information literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223482.pdf},
	author = {Pavel Benes and David Mudrak and Josef Prochazka and Vladimir Rambousek and Jiri Stipek}
}
@article {45,
	title = {EDUCATION REALITY IN CONDITIONS OF DEVELOPING INFORMATION SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {67-72},
	abstract = {Contemporary society is witnessing changes and processes triggered by the groundbreaking development of humankind{\textquoteright}s technical capacity, especially in the area of informational and communication technologies (ICT). In this new society, learning and a continual educational process constitute basic preconditions for the success of individuals as well as for the entire society. In this context, information literacy is becoming increasingly important. Informational literacy is generally understood as the ability to use information sources and communication technologies in order to solve problems in one{\textquoteright}s everyday activities, or to increase one{\textquoteright}s labour efficiency or the quality of life, respectively.
 The Faculty of Education at Charles University in Prague is currently dealing with a research project entitled {\textquotedblleft}Changes in education reality in conditions of developing information society{\textquotedblright}. The research focused on five thematic fields: Education reality, the dynamics and connections to the spheres of knowledge and the ICT; curricular and procedural aspects of changes in context of the integration of the ICT into schools and of the training for life in the knowledge society; information and communication technology as the component of educative environment of the knowledge society; models of the support of learning and instruction via the ICT and their evaluation; preparing the teachers for educational tasks in the knowledge society and the integration of ICT into education.
 Teacher-training colleges should consistently and purposefully prepare would-be teachers for education that encourages functional literacy, or for the implementation of a broadly defined information-based education that transcends the constraints of a specialized subject. These are the most relevant focus areas: gathering, analysing and organizing information; disseminating ideas and information, and understanding an entire complex interconnecting system; planning and organizing one{\textquoteright}s work activities; adopting teamwork and cooperation; using systemic procedures, terminology and methodology; developing the ability of logical reasoning and strategies aimed at dealing with problems; being able to use technical equipment; cultivating a spirit of solidarity and cooperation among students; using active learning methods; providing quick feedback and testing one{\textquoteright}s knowledge by means of ICT; emphasizing the deadline by which the assigned problem task has to be solved; taking into consideration the diversified talents of individual students and various ways of teaching.
 This paper deals, in general, with the consequences of deep impact of the new information and communication technology on the society and describes its characteristic features and contributions for education. It also offers the characteristics subject of the one of meaning longitudinal research orientation of Faculty of Education of Charles University in Prague.},
	keywords = {education in science, information and communication technologies, information literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220182.pdf},
	author = {Vladimir Rambousek and Pavel Bene{\v s} and Martin Adamec}
}
