Abstract
The aim of the paper is to evaluate the results of the analysis of the possibilities of the natural development of digital literacy in various educational fields and areas based on the developed concept of digital literacy. In the context of actual education, the Czech Strategy of Digital Education until 2020 and the upcoming changes in curriculum documents in the Czech Republic digital literacy is seriously discussed topic.
The starting point to improve pupils' skills in field of working with information and digital technology is development of their digital competence starting at the beginning of school. Based on the Czech national approach and the European concept, the concept of digital competence is elaborated within the project OP VVV Support of Development of Digital Literacy of Pupils and Children.
According to the current concept of digital literacy, digital competence seems to be an interdisciplinary competence within Framework Educational Programmes. The use of digital technologies for solving problems, communication, information management, collaboration, creation and sharing content and using knowledge effectively, appropriately, critically and creatively is increasingly applied in other fields of education.
However, the results shows that this is not always the only and the correct way. It could be expected, that in each discipline and educational field, the digital competence is being developed in a variety of ways due to its specifics.
A questionnaire for representatives of educational fields from school practice and Faculties of Education in Czech Republic was used for getting necessary data for the analysis. The first part contains the expression of general possibilities of natural development of digital competence in the relevant field and consequently a concrete rationale for development possibilities for particular digital competence (a four-level scale and verbal testimony).
The next section includes a selection of educational fields based on curriculum where digital competence can be developed organically with additional examples of activities for particular digital competence development. Data could be processed both quantitatively and qualitatively.
The analysis of educational fields took place separately for different levels of ISCED. Among the most frequently mentioned digital competencies that the educational fields are able to develop naturally were the competence View, search and filter data, information and digital content, Interaction through digital technologies and The creation of digital content.
The direct development of digital competencies in the area of Security and Problem Solving seems to be most problematic. Depending on the fractional competencies and their levels, as well as the grade and type of school institution, there have been specific opportunities for developing digital competence in education.
The analysis has shown that not only science-oriented subjects, but also those with humanities orientation, can develop a lot of various digital competencies. The overall analysis shows that digital competence is really cross-areas competence but in different ways at different levels.