Abstract
This paper is focused on analyzing of digital learning objects for development of digital literacy in various educational fields and areas. We present selected examples of specific digital learning objects related to different digital competency areas and different educational fields, describe the main purposes and background of designing these objects, then the relationship to organizational forms of learning, educational content and other factors of the learning process using these digital objects.
Digital competency is understood and conceived as cross-educational field competency in Czech educational system. Individual competencies or areas of competence relate differently to the content of subjects and their development also depends on organizational forms and educational approaches.
First, the results results of analytical studies of educational fields are presented, which are the most important theoretical basis and stimulus for the design of digital learning objects. These analytical studies were focused on identifying suitable topics and educational content areas for the development of digital competencies.
The main part of the paper presents a qualitative analysis of selected digital learning objects, where we try to find correlation between various factors representing character of digital object, learning process and digital competence, especially between developed digital competence and curriculum. Based on the results of the analysis we can see, for example, that in some cases the developing competence is organically linked to the content of curriculum, we can say that development of digital literacy is the content of given subject.
For other digital objects, the digital competence is more related to a methodological approach or organizational form of teaching or learning.