Impact of distance education on the digital literacy of teachers and students

In the master’s thesis we present the forms and ways of using ICT among primary school teachers and computer scientists and their view on distance education. The main goal of the master's thesis is to determine the effects of distance education on the digital literacy of teachers and students and on the use of ICT in primary school. Distance learning is a form of education where the teacher and the student are physically separated, and all elements of the learning process take place using technology. Because of the crisis that began in mid-March 2020 and distance learning, teachers were forced to use technology in their work. Because teachers are different from each other, their attitude towards the use of technology and digital literacy also differentiate in the classroom. In the theoretical part of the master's thesis, we defined distance education, information and communication technology, its use in education and digital literacy. We presented the European Framework for the Digital Competence of Educators, which helps educators in the countries of the European Union to identify acquired digital competencies, and also helps to improve the use of digital technologies in education. In addition, we also described the concept of an e-competent school and presented an e-competent teacher and described what competencies such a teacher should have. We researched the situation regarding the use of ICT in teaching and learning in primary schools in Slovenia before distance education and presented examples of good practice in digital literacy of primary school students. In the empirical part of the master's thesis, we analysed the situation regarding the frequency and methods of using ICT among primary school teachers and obtained the views of teachers on their digital literacy and digital literacy of students. In addition, we wanted to find out how teachers and computer scientists experienced distance learning, what problems they faced and what have this way of working brought them to such an extent that they will maintain it even after returning to school. The survey involved 67 teachers of Slovenian primary schools who have been implementing distance education since March 2020. As part of a qualitative survey, three interviews were implemented with computer scientists in Slovenian primary schools. The results show that most teachers use ICT in their work and rate their digital literacy as good, and also state that their digital literacy has improved during distance learning. It is gratifying that three quarters of respondents will use ICT in their work to the same or even greater extent after completing distance education. Within the empirical part of the master's thesis, we also found that most teachers and computer scientists support the idea of introducing computer science as a compulsory subject in primary school