Abstract
The implementation of ICT literacy education as obligatory part of primary and lower-secondary school curriculum is a feature of school systems of developed countries. We may consider a wide spectrum of approaches ranging from limiting ICT literacy education to practising mastering software tools on the one hand, to the approach emphasizing pupils' algorithmic thinking development on the other hand.
School educational programmes and teaching in action obviously differ. And yet the method and topical orientation of ITC literacy education definitely have a profound effect on pupils' information technology competencies or digital literacy development.
This paper briefly reports on the project focused on the Czech Science Foundation Project - Information Technology Competencies of Children and Their Development in Primary and Lower Secondary Schools examining the current state, structure and trends in development of ICT literacy education in Czech primary (ISCED 1) and lower-secondary schools (ISCED 2). The project involving 1183 participating schools (ICT teachers) provides findings on particular issues including characteristics and thematic units of educational ICT activities, pupils' information technology skills development and implementation of ICT competencies into educational activities.