Distance learning in basic and upper secondary schools in the Czech Republic 17/22 a teacher who was not an ICT coordinator, but had experience in using digital technologies in teaching. The school principal reacted flexibly to the situation - she managed to professionally prepare teachers for distance education in one week. She created a primary tool for communication and education, and tolerates also other forms as complementary ones. Most teachers attend school and can use school equipment (they are equipped with iPads). From the point of view of the school management, an important finding is the relatively high proportion of schools, where, according to the principals, the teachers were independent in this situation, and coordination was not necessary. These schools did not include predominantly schools where most teachers had already used digital technology for teaching. For this reason, there are other factors behind the declared autonomy and need for coordination. One of them is probably the usual way of management in some schools - teachers are minimally coordinated in the pedagogical process, which was exercised even before the school closure. Figure No. 7 Ways of coordinating the use of digital support for distance learning The not fully fulfilled role of the school management in content coordination has already been described in the chapter on the content of distance education. 7.2 Communication of teachers with pupils and their parents The most common means of communication for teachers were e-mails for individual pupils (more often in basic schools) or mass e-mails (more often in upper secondary schools). In basic schools, the school's website was also one of the important means of communication; in upper secondary schools, it was more often a question of specific public platforms (e.g. Google) or school platforms (intranet). However, schools often adapted specific resources to the situation of pupils and their parents, and tried to focus the content of communication on areas other than the content of education. 0 %10 %20 %30 %40 %50 %60 %ISCED IISCED 2ISCED 3Decisions are made by the school managementDecisions are made by the ICT coordinator or another expertDecisions are made by other teacherTeachers have autonomy and no coordination is needed