Abstract:

Technology affects the world, people's thinking, learning goals and the learning environment. Humanity is in a situation where it cannot do without technology in its personal or professional life. However, technology must be used efficiently and with quality. Pupils need to be guided in the use of technology to help them grow personally and achieve life goals. The same applies to pupils with disabilities.

The effective use of digital technologies is undoubtedly an important condition for the implementation of quality education, including distance learning.

As a result of the COVID-19 pandemic, the personal presence of pupils at schools was banned for a significant part of the second half of the 2019/2020 school year. Schools were forced to completely switch to distance learning for some time. The article deals with the experience of pupils and teachers with distance education at primary school in this period. This extraordinary situation, for which schools, teachers, pupils and parents were not systematically prepared, brought a completely new element to the teaching and learning process. The effects of these emergency measures were both positive and negative. The consequences of this situation are reflected in the period of the following school year 2020/2021. Monitoring and evaluation of these impacts on the preparation, organization and form of teaching, the work of school principals and teachers as well as on the educational results of pupils led to the construction of conclusions and recommendations for the education of pupils in the following period. There is the same situation at the present time. Schools were forced to switch to distance learning again.

Empirical research was carried out by survey methods (questionnaire, discussion, interview).
The article reports back how teachers and students managed distance learning during the COVID-19 pandemic.

Keywords:

Distance education, online education, digital technologies, online technologies.