Palacký University in Olomouc (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 7580-7584
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1831
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
In connection with the currently implemented reform of curricular documents in the Czech Republic, there will be increased demands on teachers of all subjects. One of the main learning objectives will be the development of pupils' digital literacy in the teaching of all subjects. This results in high demands especially for primary school teachers because of the multidisciplinarity of their pedagogical profession. Within the education system in the Czech Republic at primary school is common that the same teacher teaches all subjects. Therefore, these teachers should have adequate digital competence to develop their pupils' digital literacy in all subjects taught.

In order to define concrete requirements and demands for digital competence of primary school teachers, the current state of the curricular documents had to be analyzed in particular the Framework Educational Program for Elementary Education. This document is being reviewed by the Ministry of Education, Youth and Sports of the Czech Republic. These revisions are intended to redefine the scope and content of education. The vision of these revisions is to provide the competencies needed to be employed in personal, civic and professional life. These competencies include, of course, digital competence. The National Institute for Education has published a document with expected learning outcomes to promote digital literacy. In this context, we became interested in the preparedness current primary school teachers to what extent they are prepared to develop pupils' digital literacy within their mathematics lessons.

Interviews were conducted to obtain information from primary school teachers on the necessary digital competence. Answers to pre-prepared questions were summarized in tables and then quantitatively evaluated. The results of the research on a given sample of current primary school teachers show that their preparedness is not at a level that we consider satisfactory to develop pupils' digital literacy in mathematics teaching. There are still some teachers who do not use digital technology in their mathematics lessons. Most of them use digital technology, but mainly as a didactic tool to mediate curriculum (presentations, videos, online resources). A very small minority uses specifically mathematical software to teach mathematics. Pupils usually do not come into contact with these technologies other than visually, so it is not yet possible to talk about pupils' digital literacy developing.

In particular, institutions preparing future teachers and also current pedagogical practice must respond to this situation. Teachers are aware of these changes, developments and new needs and demands and they are willing to take the necessary courses and still educate himself during their pedagogical practice.
Digital literacy, teaching mathematics, primary school.