5 │ USING DIGITAL TECHNOLOGIES IN DISTANCE LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 29 CHART 9 | Schools according to the proportion of teachers with available digital equipment (DE) enabling online synchronous learning (multimedia computer with camera, microphone and internet connection) from home The comparison of the situation in the use of digital technologies shows that the most significant shift has occurred in fully organised basic schools, which, compared to school principals’ statements from April 2020, have more school digital equipment available this school year at the appropriate level to ensure synchronous learning from teachers’ homes. CHART 10 | Changes in the proportion of teachers who had school digital equipment available for the implementation of online synchronous learning from home Over the past year, there has also been a significant improvement in teachers’ digital competences. Mastering the use of digital technologies in distance learning is an area where significant positive progress has been made. It was difficult for most school principals to comment on the quality of teachers’ digital competences after the start of distance learning in the spring of 2020, because it was only during its implementation that they found out what demands were placed by distance learning on teachers in terms of using digital equipment. For this reason, they could only assess the shift of most school teachers on the nine-point scale with hindsight. With the exception of a small group of teachers from the 1st stage of BSs who apparently had not used digital technologies much before, there is a high degree of agreement across schools. Approximately 30% of the principals assessed the shift in the development of digital competences as a very significant improvement and 60% as a more significant shift to a better level. 0 %10 %20 %30 %40 %50 %60 %70 %všichni (jednalo seo školní DT)všichni (jednalo seo školní i soukromou DT)všichni (jednalo seo soukromou DT)neúplné ZŠúplné ZŠgymnáziamaturitní SOŠ nematuritní SOŠ0 %10 %20 %30 %40 %50 %60 %70 %80 %90 %neúplné ZŠs úplné ZŠgymnáziamaturitní SOŠnematuritní SOŠduben 2020únor 20212021 all (private DE) all (both school and private DE) all (school DE) 0% 10% 20% 30% 40% 50% 60% 70% April 2020 February incomplete BSs sec. general schools Maturita STSs non-Maturita STSs non-Maturita STSs Maturita STSs secondary general schools complete BSs incomplete BS complete BSs 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%