Abstract
The aim of the paper is to evaluate the results of the analysis of the possibilities of 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 the curriculum documents of the Czech Republic digital literacy is a seriously discussed topic.
The starting point to improve pupils' skills in the field of working with information and digital technology is developing 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 VW 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 the Framework Educational Programmes. The use of digital technologies for solving problems, communication, information management, collaboration, creating and sharing content, using knowledge effectively, appropriately, critically and creatively is increasingly applied in other fields of education.
However, the results show that this is not always the only and the correct way. It could be expected that the digital competence is being developed in a variety of ways due to its specifics in each discipline and educational field.
Experts in educational disciplines from school practice and the faculties of education in the Czech Republic participated on analyses of the possibilities of the natural development of digital competence in their disciplines. Structured information was collected for the follow-up processing.
Information can 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 the most problematic.
The analysis has shown that not only science-oriented subjects, but also those with humanities orientation, can develop a lot of various digital competencies.