digital didactic materials, TEFL, TESL, ICT, teaching English, digital tools

The presented study summarizes the findings of an analysis of some features of a sample of digital educational materials currently accessible from official repositories and platforms operating or subsidized by the Czech Ministry of Education. Almost 700 digital materials designed by Czech teachers of English to suit the TEFL primary and secondary education, each of which has been viewed from about 1,000 to 10,000 times by other teachers of English, were evaluated. The materials in question were analyzed quantitatively as well as qualitatively with respect to their prospective focus on educational levels, their assessment by reviewers, their popularity with viewers, their digital size and the number of DERs per author. The research results reveal that the analyzed materials are largely popular even though their evaluation is, in the majority of cases, not favorable, moreover, the presented corpus underexploits the potential of ICT in the design and classroom use of the materials. The results also include recommendations suggested by the authors regarding some measures to be adopted by institutions and professionals involved in the design and utilization of the digital materials in question.

The presented study summarizes the findings of an analysis of some features of a sample of digital educational materials currently accessible from official repositories and platforms operating or subsidized by the Czech Ministry of Education. Almost 700 digital materials designed by Czech teachers of English to suit the TEFL primary and secondary education, each of which has been viewed from about 1,000 to 10,000 times by other teachers of English, were evaluated. The materials in question were analyzed quantitatively as well as qualitatively with respect to their prospective focus on educational levels, their assessment by reviewers, their popularity with viewers, their digital size and the number of DERs per author. The research results reveal that the analyzed materials are largely popular even though their evaluation is, in the majority of cases, not favorable, moreover, the presented corpus underexploits the potential of ICT in the design and classroom use of the materials. The results also include recommendations suggested by the authors regarding some measures to be adopted by institutions and professionals involved in the design and utilization of the digital materials in question.