Abstrakt
The paper examines the issue of ICT skills of teachers teaching informatics subjects. It focuses on the effects of the level and structure of their competencies on information, or ICT literacy education and whether and to what extent they are prepared to realize modern, broadly understood information education.
It briefly reports on selected findings of the first stage of more generally focused research on identifying the situation, structure and trends of the development in ICT literacy education in Czech primary (ISCED 1) and lower-secondary (ISCED 2) schools, conducted in 2013, in which 1183 schools participated. 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.