Abstract
This paper deals with the curricular and processional characteristics of ICT education in primary and lower-secondary schools and with teachers' and pupils' ICT competencies, or skills. It reports briefly on the first stage and the findings of the reasearch focused on identifying the current state, structure, orientation and tendencies in the development of ICT education in primary and lower-secondary schools in the Czech Republic.
The research follows up on a similarily orientated project realized in 2006, in which the relevant data was obtained from 930 schools and it seeks to update and compare these research findings.