Abstract:

This article is concerned with the analysis of possible aspects of the development of technical thinking and how they are influenced, or supported, or what patterns emerge in this area along with the development of digital literacy. Nowadays, the issue of literacy has become a rather fundamental social phenomenon that evolves along with the development of society. Each of us certainly remembers the original meaning of the word literacy - the ability to read, write and count. These skills have not been commonplace in human history and, until about the 15th century, were primarily the preserve of the social elite. Today, the situation is different in most of the world, and literacy rates have essentially become an indicator of a society's cultural maturity. Thus, when we consider the notion of digital literacy, which has become a phenomenon in today's technologically advanced society, we logically see a link between technical thinking, technical literacy (in this case, rather technological literacy) and digital literacy. This paper looks at how digital literacy relates to technical literacy in relation to technical thinking, and how these literacies condition each other. It is a theoretical study in the form of a reflection based on the results of research conducted in the Czech Republic in recent years in this area and in comparison with foreign research.

Keywords:

Technical education, technical thinking, digital literacy, teaching, pedagogy, subject didactics.