{"id":985,"date":"2026-06-18T13:27:12","date_gmt":"2026-06-18T11:27:12","guid":{"rendered":"https:\/\/insgraf.cz\/blog\/?p=985"},"modified":"2026-06-18T14:53:08","modified_gmt":"2026-06-18T12:53:08","slug":"hlas-deti-v-ere-umele-inteligence-budovani-zakladni-gramotnosti-v-oblasti-umele-inteligence-pro-vsechny-deti","status":"publish","type":"post","link":"https:\/\/insgraf.cz\/blog\/hlas-deti-v-ere-umele-inteligence-budovani-zakladni-gramotnosti-v-oblasti-umele-inteligence-pro-vsechny-deti\/","title":{"rendered":"Hlas d\u011bt\u00ed v \u00e9\u0159e um\u011bl\u00e9 inteligence: budov\u00e1n\u00ed z\u00e1kladn\u00ed gramotnosti v oblasti um\u011bl\u00e9 inteligence pro v\u0161echny d\u011bti"},"content":{"rendered":"\n

Andrew Sliwinski, viceprezident a vedouc\u00ed odd\u011blen\u00ed u\u017eivatelsk\u00fdch zku\u0161enost\u00ed v LEGO Education<\/mark><\/a>, odpov\u00edd\u00e1 na ot\u00e1zky t\u00fdkaj\u00edc\u00ed se vyu\u017e\u00edv\u00e1n\u00ed znalost\u00ed z oblasti informatiky a AI, tedy um\u011bl\u00e9 inteligence, ve \u0161koln\u00ed v\u00fduce a toho, co m\u016f\u017eeme ji\u017e dnes ud\u011blat proto, abychom \u017e\u00e1k\u016fm dali hlas v diskusi o prom\u011b\u0148uj\u00edc\u00edm se sv\u011bt\u011b.<\/p>\n\n\n\n

Vzd\u011bl\u00e1vac\u00ed syst\u00e9my v Evrop\u011b i mimo ni, motivov\u00e1ny p\u0159\u00edslibem personalizovan\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed a lep\u0161\u00edch studijn\u00edch v\u00fdsledk\u016f, rychle sm\u011b\u0159uj\u00ed k zav\u00e1d\u011bn\u00ed um\u011bl\u00e9 inteligence do v\u00fduky. Tento p\u0159\u00edstup p\u0159in\u00e1\u0161\u00ed skute\u010dn\u00fd potenci\u00e1l a tyto ambice jsou bezpochyby cenn\u00e9. V usp\u011bchan\u00e9 snaze vyu\u017e\u00edt um\u011blou inteligenci p\u0159i pr\u00e1ci s d\u011btmi \u2013 optimalizovat v\u00fduku, automatizovat hodnocen\u00ed nebo urychlit p\u0159ed\u00e1v\u00e1n\u00ed obsahu \u2013 v\u0161ak hroz\u00ed, \u017ee p\u0159ehl\u00e9dneme dal\u0161\u00ed, stejn\u011b nal\u00e9havou prioritu: vybavit d\u011bti z\u00e1kladn\u00edm porozum\u011bn\u00edm tomu, jak technologie um\u011bl\u00e9 inteligence skute\u010dn\u011b funguj\u00ed.<\/p>\n\n\n\n

Sou\u010dasn\u00fd tlak na zlep\u0161ov\u00e1n\u00ed vzd\u011bl\u00e1vac\u00edch v\u00fdsledk\u016f prost\u0159ednictv\u00edm um\u011bl\u00e9 inteligence, kter\u00e1, jak je t\u0159eba poznamenat, zat\u00edm nebyla ve v\u011bt\u0161\u00edm m\u011b\u0159\u00edtku dostate\u010dn\u011b ov\u011b\u0159ena, by m\u011bl b\u00fdt vyv\u00e1\u017een trval\u00fdmi investicemi do rozvoje z\u00e1kladn\u00edch dovednost\u00ed v oblasti um\u011bl\u00e9 inteligence. Pokud se n\u00e1m poda\u0159\u00ed tuto rovnov\u00e1hu naj\u00edt, m\u00e1me jedine\u010dnou p\u0159\u00edle\u017eitost vychovat generaci d\u011bt\u00ed, kter\u00e9 nebudou um\u011blou inteligenci pouze pou\u017e\u00edvat, ale budou j\u00ed rozum\u011bt natolik dob\u0159e, aby s jej\u00ed pomoc\u00ed dok\u00e1zaly vytv\u00e1\u0159et lep\u0161\u00ed budoucnost.<\/p>\n\n\n\n

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Jakou mylnou p\u0159edstavu o vzd\u011bl\u00e1v\u00e1n\u00ed s vyu\u017eit\u00edm um\u011bl\u00e9 inteligence mus\u00edme p\u0159ekonat?<\/mark><\/a><\/p>\n\n\n\n

Pro\u010d by vl\u00e1dy a ministerstva \u0161kolstv\u00ed m\u011bly pov\u00fd\u0161it informatiku a um\u011blou inteligenci z voliteln\u00e9ho p\u0159edm\u011btu na z\u00e1kladn\u00ed sou\u010d\u00e1st vzd\u011bl\u00e1v\u00e1n\u00ed?<\/mark><\/a><\/p>\n\n\n\n

Jak\u00e9 kroky by m\u011bly podniknout st\u00e1tn\u00ed instituce, aby se to stalo skute\u010dnost\u00ed?<\/mark><\/a><\/p>\n\n\n\n

Jak mohou \u0161koly reagovat na nedostatek kvalifikovan\u00fdch pracovn\u00edk\u016f na trhu pr\u00e1ce a zv\u00fd\u0161it z\u00e1jem o kari\u00e9ru v oblastech STEM?<\/mark><\/a><\/p>\n\n\n\n

Jak praktick\u00e9 u\u010den\u00ed podporuje kritick\u00e9 my\u0161len\u00ed a z\u00e1kladn\u00ed porozum\u011bn\u00ed, kter\u00e9 jsou nezbytn\u00e9 pro inovace?<\/mark><\/a><\/p>\n\n\n\n

Jak vypad\u00e1 efektivn\u00ed \u0161kolen\u00ed u\u010ditel\u016f a pr\u016fb\u011b\u017en\u00fd profesn\u00ed rozvoj v oblasti dovednost\u00ed souvisej\u00edc\u00edch s vyu\u017e\u00edv\u00e1n\u00edm AI?<\/mark><\/a><\/p>\n\n\n\n

Jak \u0159e\u0161en\u00ed LEGO\u00ae Education Informatika a AI spl\u0148uje vysok\u00e9 standardy bezpe\u010dnosti, soukrom\u00ed, rovnosti a wellbeingu?<\/mark><\/a><\/p>\n\n\n\n

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Jakou mylnou p\u0159edstavu o vzd\u011bl\u00e1v\u00e1n\u00ed s vyu\u017eit\u00edm um\u011bl\u00e9 inteligence mus\u00edme p\u0159ekonat?<\/mark><\/a><\/h3>\n\n\n\n

Roz\u0161\u00ed\u0159enou mylnou p\u0159edstavou je, \u017ee vzd\u011bl\u00e1v\u00e1n\u00ed s vyu\u017eit\u00edm um\u011bl\u00e9 inteligence znamen\u00e1 jednodu\u0161e jej\u00ed pou\u017e\u00edv\u00e1n\u00ed na d\u011btech \u2013 zav\u00e1d\u011bn\u00ed adaptivn\u00edch vzd\u011bl\u00e1vac\u00edch syst\u00e9m\u016f, p\u0159\u00edprav hodin generovan\u00fdch um\u011blou inteligenc\u00ed nebo v\u00fduky veden\u00e9 chatboty s c\u00edlem optimalizovat st\u00e1vaj\u00edc\u00ed model vzd\u011bl\u00e1v\u00e1n\u00ed. To je sice jedna \u010d\u00e1st obrazu, ale rozhodn\u011b ne cel\u00fd p\u0159\u00edb\u011bh. V posedlosti mo\u017enostmi po\u010d\u00edta\u010d\u016f jsme ztratili ze z\u0159etele v\u0161e, co dok\u00e1\u017eou samotn\u00e9 d\u011bti.<\/p>\n\n\n\n

Dnes p\u0159evl\u00e1d\u00e1 p\u0159edstava, \u017ee um\u011bl\u00e1 inteligence je vlna, kter\u00e1 smete v\u00fdznam lidsk\u00e9 \u010dinnosti, a \u017ee na\u0161\u00edm \u00fakolem je nau\u010dit d\u011bti, jak se v n\u00ed udr\u017eet nad vodou. Takov\u00fd p\u0159\u00edstup v\u0161ak stav\u00ed d\u00edt\u011b do role pasivn\u00edho \u00fa\u010dastn\u00edka pokroku, nikoli jeho hlavn\u00edho tv\u016frce. Mus\u00edme vyv\u00e1\u017eit \u201evyu\u017e\u00edv\u00e1n\u00ed um\u011bl\u00e9 inteligence na d\u011btech\u201c s \u201evyu\u017e\u00edv\u00e1n\u00edm um\u011bl\u00e9 inteligence d\u011btmi\u201c a podporovat jejich kritick\u00e9 porozum\u011bn\u00ed tomu, jak AI funguje \u2013 a jak nefunguje.<\/p>\n\n\n\n

Um\u011bl\u00e1 inteligence nen\u00ed magie \u2013 je to technologie. Z\u00e1kladn\u00ed gramotnost v oblasti AI nespo\u010d\u00edv\u00e1 v tom, \u017ee d\u011bti nau\u010d\u00edme pou\u017e\u00edvat \u201ekouzelnou sk\u0159\u00ed\u0148ku\u201c. Jde o to, abychom jim dali n\u00e1stroje, s jejich\u017e pomoc\u00ed mohou tuto sk\u0159\u00ed\u0148ku rozebrat na jednotliv\u00e9 sou\u010d\u00e1stky a vytvo\u0159it z nich n\u011bco nov\u00e9ho. Nejde o nov\u00fd koncept \u2013 desetilet\u00ed v\u00fdzkumu opakovan\u011b ukazuj\u00ed, \u017ee d\u011bti se nejl\u00e9pe u\u010d\u00ed tehdy, kdy\u017e tvo\u0159\u00ed, testuj\u00ed a p\u0159em\u00fd\u0161lej\u00ed o fungov\u00e1n\u00ed konkr\u00e9tn\u00edch, hmatateln\u00fdch objekt\u016f, m\u00edsto aby pouze pasivn\u011b p\u0159ij\u00edmaly poznatky.<\/p>\n\n\n\n

Kdy\u017e s d\u011btmi mluv\u00edme, ukazuje se, \u017ee se necht\u011bj\u00ed jen nau\u010dit pou\u017e\u00edvat um\u011blou inteligenci. Cht\u011bj\u00ed j\u00ed tak\u00e9 rozum\u011bt a vyu\u017e\u00edvat ji k vytv\u00e1\u0159en\u00ed \u0159e\u0161en\u00ed pro sv\u00e9 komunity, p\u0159\u00e1tele a rodiny. Z\u00e1rove\u0148 maj\u00ed \u010dasto velmi jasn\u00e9 p\u0159edstavy o tom, jak by se um\u011bl\u00e1 inteligence m\u011bla \u2013 a nem\u011bla \u2013 pou\u017e\u00edvat ve \u0161kole i v \u0161ir\u0161\u00ed spole\u010dnosti.<\/p>\n\n\n\n

\"Dva<\/a><\/figure>\n\n\n\n
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Pro\u010d by vl\u00e1dy a ministerstva \u0161kolstv\u00ed m\u011bly pov\u00fd\u0161it informatiku a um\u011blou inteligenci z voliteln\u00e9ho p\u0159edm\u011btu na z\u00e1kladn\u00ed sou\u010d\u00e1st vzd\u011bl\u00e1v\u00e1n\u00ed?<\/mark><\/a><\/h3>\n\n\n\n

Chceme-li, aby d\u011bti budovaly budoucnost t\u00e9to technologie, a nejen ji pou\u017e\u00edvaly, mus\u00ed rozum\u011bt tomu, jak funguje a co s n\u00ed mohou vytv\u00e1\u0159et. Z\u00e1kladn\u00ed stavebn\u00ed principy um\u011bl\u00e9 inteligence \u2013 tedy informatika, pravd\u011bpodobnost, data, rozpozn\u00e1v\u00e1n\u00ed vzorc\u016f a algoritmick\u00e9 p\u0159edsudky \u2013 by nem\u011bly b\u00fdt volitelnou, exkluzivn\u00ed znalost\u00ed vyhrazenou \u00fazk\u00e9 skupin\u011b lid\u00ed. Tyto koncepty mus\u00ed b\u00fdt pov\u00fd\u0161eny na \u00farove\u0148 nov\u00fdch z\u00e1kladn\u00edch dovednost\u00ed, stejn\u011b d\u016fle\u017eit\u00fdch v modern\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed jako \u010dten\u00ed, po\u010d\u00edt\u00e1n\u00ed, \u0159e\u0161en\u00ed probl\u00e9m\u016f, kreativita a spolupr\u00e1ce.<\/p>\n\n\n\n

Nejde jen o p\u0159\u00edpravu na trh pr\u00e1ce \u010di konkurenceschopnost zem\u00ed, i kdy\u017e i ty jsou d\u016fle\u017eit\u00e9. Jde tak\u00e9 o to, aby dal\u0161\u00ed generace z\u00edskala v\u011bdomosti, dovednosti a schopnost jednat tak, aby mohla \u0159\u00eddit, navrhovat a kriticky analyzovat syst\u00e9my, kter\u00e9 budou utv\u00e1\u0159et jej\u00ed \u017eivot.<\/p>\n\n\n\n

Mus\u00edme p\u0159estat p\u0159ipravovat d\u011bti na sv\u011bt, v n\u011bm\u017e jsou pouze vedlej\u0161\u00edmi \u00fa\u010dastn\u00edky um\u011bl\u00e9 inteligence. M\u00edsto toho jim mus\u00edme poskytnout z\u00e1kladn\u00ed n\u00e1stroje a dovednosti, d\u00edky nim\u017e se mohou st\u00e1t hlavn\u00edmi architekty tohoto sv\u011bta.<\/p>\n\n\n\n

\"U\u010ditelka<\/a><\/figure>\n\n\n\n
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Jak\u00e9 kroky by m\u011bly podniknout st\u00e1tn\u00ed instituce, aby se to stalo skute\u010dnost\u00ed?<\/mark><\/a><\/h3>\n\n\n\n

Mo\u017en\u00e1 stoj\u00edme p\u0159ed p\u0159\u00edle\u017eitost\u00ed, kter\u00e1 p\u0159ich\u00e1z\u00ed jen jednou za generaci. Vl\u00e1dn\u00ed instituce mohou vyu\u017e\u00edt um\u011blou inteligenci k podpo\u0159e st\u00e1vaj\u00edc\u00edho syst\u00e9mu \u2013 nap\u0159\u00edklad k rychlej\u0161\u00edmu vyhodnocov\u00e1n\u00ed stejn\u00fdch test\u016f nebo efektivn\u011bj\u0161\u00edmu vyd\u00e1v\u00e1n\u00ed stejn\u00fdch vysv\u011bd\u010den\u00ed \u2013 nebo si mohou uv\u011bdomit, \u017ee stoj\u00edme p\u0159ed nejv\u011bt\u0161\u00ed p\u0159\u00edle\u017eitost\u00ed k reform\u011b vzd\u011bl\u00e1v\u00e1n\u00ed v na\u0161ich \u017eivotech.<\/p>\n\n\n\n

Je t\u0159eba za\u010d\u00edt rozs\u00e1hl\u00fdmi investicemi do gramotnosti v oblasti um\u011bl\u00e9 inteligence, podpo\u0159en\u00fdmi n\u00e1rodn\u00edmi politikami a financov\u00e1n\u00edm, kter\u00e9 pov\u00fd\u0161\u00ed informatiku, datovou gramotnost a informatick\u00e9 my\u0161len\u00ed na stejnou \u00farove\u0148, jakou m\u00e1 \u010dten\u00e1\u0159sk\u00e1 a matematick\u00e1 gramotnost. To v\u0161ak vy\u017eaduje i z\u00e1sadn\u011bj\u0161\u00ed zm\u011bnu v pedagogice.<\/p>\n\n\n\n

Mus\u00edme podporovat u\u010ditele i \u017e\u00e1ky prost\u0159ednictv\u00edm inkluzivn\u00edho, c\u00edlen\u011b veden\u00e9ho vzd\u011bl\u00e1vac\u00edho p\u0159\u00edstupu, kter\u00fd vytv\u00e1\u0159\u00ed prostor pro d\u011btskou zv\u00eddavost. Mnoho u\u010ditel\u016f i rodi\u010d\u016f se nec\u00edt\u00ed dostate\u010dn\u011b p\u0159ipraveno prov\u00e1zet d\u011bti slo\u017eitostmi um\u011bl\u00e9 inteligence, p\u0159esto\u017ee s n\u00e1stroji AI u\u017e do ur\u010dit\u00e9 m\u00edry pracuj\u00ed. Jak ukazuje pr\u016fzkum LEGO Education mezi u\u010diteli informatiky, t\u00e9m\u011b\u0159 polovina z nich si nen\u00ed jist\u00e1 v\u00fdukou t\u00e9mat spojen\u00fdch s AI, a to ani po absolvov\u00e1n\u00ed \u0161kolen\u00ed.<\/p>\n\n\n\n

Nem\u016f\u017eeme \u010dekat, a\u017e znalosti dosp\u011bl\u00fdch do\u017eenou tempo inovac\u00ed. M\u00edsto toho m\u016f\u017eeme p\u0159ehodnotit svou roli a z \u201ev\u0161ev\u011bdouc\u00edch expert\u016f\u201c se st\u00e1t partnery v u\u010den\u00ed. Koneckonc\u016f jednou z nejv\u00fdsti\u017en\u011bj\u0161\u00edch v\u011bt, kter\u00e9 lze d\u00edt\u011bti \u0159\u00edct, je: \u201eNev\u00edm. Poj\u010fme to zjistit spole\u010dn\u011b.\u201c<\/p>\n\n\n\n

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Jak mohou \u0161koly reagovat na nedostatek kvalifikovan\u00fdch pracovn\u00edk\u016f na trhu pr\u00e1ce a zv\u00fd\u0161it z\u00e1jem o kari\u00e9ru v oblastech STEM?<\/mark><\/a><\/h3>\n\n\n\n

Odpov\u011bd\u00ed je budov\u00e1n\u00ed sebev\u011bdom\u00ed a anga\u017eovanosti. P\u0159\u00edli\u0161 dlouho byla informatika vn\u00edm\u00e1na jako p\u0159edm\u011bt pro \u00fazkou skupinu d\u011bt\u00ed, \u010dasto ozna\u010dovan\u00fdch za \u201egeeky\u201c. Tuto p\u0159edstavu mus\u00edme zm\u011bnit t\u00edm, \u017ee uk\u00e1\u017eeme propojen\u00ed digit\u00e1ln\u00edch technologi\u00ed s v\u011bcmi, na nich\u017e d\u011btem skute\u010dn\u011b z\u00e1le\u017e\u00ed \u2013 s jejich z\u00e1libami, z\u00e1jmy a komunitami.<\/p>\n\n\n\n

Poznatky z\u00edskan\u00e9 b\u011bhem desetilet\u00ed v\u00fdzkumu a pedagogick\u00e9 praxe ukazuj\u00ed, \u017ee d\u011bti se u\u010d\u00ed nejefektivn\u011bji tehdy, kdy\u017e jsou aktivn\u011b zapojeny, dok\u00e1\u017eou propojovat u\u010den\u00ed se sv\u00fdmi z\u00e1jmy a u\u010d\u00ed se spole\u010dn\u011b s ostatn\u00edmi. Praktick\u00e9 u\u010den\u00ed zalo\u017een\u00e9 na projektech a spolupr\u00e1ci pat\u0159\u00ed mezi nej\u00fa\u010dinn\u011bj\u0161\u00ed zp\u016fsoby, jak zapojit v\u0161echny \u017e\u00e1ky.<\/p>\n\n\n\n

Z\u00e1rove\u0148 jde o jedny z nejlep\u0161\u00edch metod, jak d\u011btem pomoci pochopit koncepty informatiky. Kdy\u017e d\u00edt\u011b vytvo\u0159\u00ed fyzick\u00fd model a vid\u00ed, jak o\u017e\u00edv\u00e1 d\u00edky programu, kter\u00fd samo napsalo, nebo sleduje fungov\u00e1n\u00ed modelu um\u011bl\u00e9 inteligence, kter\u00fd samo natr\u00e9novalo, informatika p\u0159est\u00e1v\u00e1 b\u00fdt abstraktn\u00ed a st\u00e1v\u00e1 se hmatatelnou realitou.<\/p>\n\n\n\n

Mus\u00edme do t\u011bchto t\u00e9mat zapojit v\u0161echny d\u011bti a zajistit, aby m\u011bly pocit, \u017ee do nich pat\u0159\u00ed \u2013 nejen jako budouc\u00ed softwarov\u00ed in\u017een\u00fd\u0159i, ale tak\u00e9 jako budouc\u00ed um\u011blci, inov\u00e1to\u0159i, v\u011bdci a aktivn\u00ed ob\u010dan\u00e9.<\/p>\n\n\n\n

\"D\u011bti<\/a><\/figure>\n\n\n\n
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Jak praktick\u00e9 u\u010den\u00ed podporuje kritick\u00e9 my\u0161len\u00ed a z\u00e1kladn\u00ed porozum\u011bn\u00ed, kter\u00e9 jsou nezbytn\u00e9 pro inovace?<\/mark><\/a><\/h3>\n\n\n\n

Mnoh\u00e9 mezin\u00e1rodn\u00ed v\u00fdzkumy potvrzuj\u00ed souvislost mezi aktivn\u00edm, praktick\u00fdm u\u010den\u00edm a rozvojem schopnost\u00ed vy\u0161\u0161\u00edho \u0159\u00e1du. Dlouhodob\u00fd projekt OECD zam\u011b\u0159en\u00fd na podporu a hodnocen\u00ed kreativity a kritick\u00e9ho my\u0161len\u00ed uk\u00e1zal, \u017ee pokud jsou \u017e\u00e1ci povzbuzov\u00e1ni k tomu, aby navrhovali vlastn\u00ed \u0159e\u0161en\u00ed a opakovan\u011b vylep\u0161ovali sv\u00e9 n\u00e1pady, prokazuj\u00ed hlub\u0161\u00ed porozum\u011bn\u00ed u\u010divu a jsou v\u00edce naklon\u011bni rozv\u00edjet trval\u00e9 tv\u016fr\u010d\u00ed a kritick\u00e9 my\u0161len\u00ed.<\/p>\n\n\n\n

Pokyny UNICEF k princip\u016fm um\u011bl\u00e9 inteligence v kontextu d\u011bt\u00ed z\u00e1rove\u0148 zd\u016fraz\u0148uj\u00ed v\u00fdznam designu um\u011bl\u00e9 inteligence zam\u011b\u0159en\u00e9ho na d\u00edt\u011b, kter\u00fd podporuje vyjad\u0159ov\u00e1n\u00ed n\u00e1zor\u016f a aktivn\u00ed \u00fa\u010dast d\u011bt\u00ed nam\u00edsto toho, aby byly vn\u00edm\u00e1ny jako pasivn\u00ed p\u0159\u00edjemci algoritmicky \u0159\u00edzen\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n

Tato zji\u0161t\u011bn\u00ed jsou v souladu se \u0161ir\u0161\u00edm konstruktivistick\u00fdm v\u00fdzkumem, kter\u00fd ukazuje, \u017ee kdy\u017e \u017e\u00e1ci vytv\u00e1\u0159ej\u00ed, testuj\u00ed a reflektuj\u00ed hmatateln\u00e9 objekty, rozv\u00edjej\u00ed nejen technick\u00e9 dovednosti, ale tak\u00e9 metakognitivn\u00ed schopnosti nezbytn\u00e9 pro inovace. Pat\u0159\u00ed mezi n\u011b nap\u0159\u00edklad schopnost rozkl\u00e1dat probl\u00e9my na men\u0161\u00ed \u010d\u00e1sti, pracovat s nejistotou a kriticky hodnotit p\u0159edpoklady zabudovan\u00e9 v syst\u00e9mech, kter\u00e9 je obklopuj\u00ed.<\/p>\n\n\n\n

\n\n\n\n

Jak vypad\u00e1 efektivn\u00ed \u0161kolen\u00ed u\u010ditel\u016f a pr\u016fb\u011b\u017en\u00fd profesn\u00ed rozvoj v oblasti dovednost\u00ed souvisej\u00edc\u00edch s vyu\u017e\u00edv\u00e1n\u00edm AI?<\/mark><\/a><\/h3>\n\n\n\n

V\u00fdzvou nen\u00ed pouze dostupnost n\u00e1stroj\u016f, ale tak\u00e9 sebed\u016fv\u011bra. V\u00fdzkumy konzistentn\u011b ukazuj\u00ed, \u017ee pocit vlastn\u00ed \u00fa\u010dinnosti u\u010ditele je jedn\u00edm z nejd\u016fle\u017eit\u011bj\u0161\u00edch faktor\u016f \u00fasp\u011b\u0161n\u00e9ho zav\u00e1d\u011bn\u00ed technologi\u00ed ve t\u0159\u00edd\u011b. M\u00e9n\u011b ne\u017e polovina u\u010ditel\u016f informatiky se v sou\u010dasnosti c\u00edt\u00ed p\u0159ipravena za\u010dle\u0148ovat t\u00e9mata souvisej\u00edc\u00ed s um\u011blou inteligenc\u00ed do sv\u00e9 v\u00fduky\u00b9, a pr\u00e1v\u011b tento nedostatek sebed\u016fv\u011bry p\u0159edstavuje hlavn\u00ed p\u0159ek\u00e1\u017eku.<\/p>\n\n\n\n

Efektivn\u00ed, pr\u016fb\u011b\u017en\u00fd profesn\u00ed rozvoj mus\u00ed p\u0159esahovat jednor\u00e1zov\u00e9 workshopy. Vy\u017eaduje dlouhodob\u00e9 profesn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed zalo\u017een\u00e9 na kurikulu, kter\u00e9 stav\u00ed u\u010ditele do role aktivn\u011b se vzd\u011bl\u00e1vaj\u00edc\u00edch osob \u2013 podobn\u011b jako jejich \u017e\u00e1ky. Profesn\u00ed r\u00e1mce OECD pro v\u00fduku kreativity a kritick\u00e9ho my\u0161len\u00ed zd\u016fraz\u0148uj\u00ed, \u017ee trval\u00e1 zm\u011bna ve v\u00fduce z\u00e1vis\u00ed na zku\u0161enostn\u00edch modelech zalo\u017een\u00fdch na spolupr\u00e1ci a praxi, nikoli na pasivn\u00edm p\u0159ij\u00edm\u00e1n\u00ed obsahu.<\/p>\n\n\n\n

U\u010ditel\u00e9 pot\u0159ebuj\u00ed hotov\u00e9 v\u00fdukov\u00e9 materi\u00e1ly a integrovan\u00e9 r\u00e1mce v souladu s kurikulem, kter\u00e9 jim umo\u017en\u00ed postupn\u011b budovat vlastn\u00ed porozum\u011bn\u00ed. Jakmile u\u010ditel\u00e9 z\u00edskaj\u00ed v\u011bt\u0161\u00ed jistotu, projev\u00ed se to i u \u017e\u00e1k\u016f. Boj s nedostatkem sebed\u016fv\u011bry nen\u00ed vedlej\u0161\u00ed z\u00e1le\u017eitost\u00ed \u2013 je to z\u00e1kladn\u00ed p\u0159edpoklad v\u0161ech ostatn\u00edch \u010d\u00e1st\u00ed tohoto procesu.<\/p>\n\n\n\n

\"\u017d\u00e1ci<\/a><\/figure>\n\n\n\n
\n\n\n\n

Jak \u0159e\u0161en\u00ed LEGO\u00ae Education Informatika a AI spl\u0148uje vysok\u00e9 standardy bezpe\u010dnosti, soukrom\u00ed, rovnosti a wellbeingu?<\/mark><\/a><\/h3>\n\n\n\n

N\u00e1\u0161 p\u0159\u00edstup je zalo\u017een na t\u0159ech nekompromisn\u00edch z\u00e1vazc\u00edch.<\/p>\n\n\n\n

Zaprv\u00e9 \u2013 soukrom\u00ed. Ve spole\u010dnosti LEGO\u00ae Group pova\u017eujeme soukrom\u00ed za z\u00e1kladn\u00ed pr\u00e1vo a toto pr\u00e1vo v pln\u00e9 m\u00ed\u0159e n\u00e1le\u017e\u00ed tak\u00e9 d\u011btem. V LEGO Education ho garantujeme pomoc\u00ed tzv. lok\u00e1ln\u00ed inference, co\u017e znamen\u00e1, \u017ee \u017e\u00e1dn\u00e9 \u00fadaje d\u011bt\u00ed nikdy neopou\u0161t\u011bj\u00ed t\u0159\u00eddu. \u017d\u00e1dn\u00e1 data se nepos\u00edlaj\u00ed p\u0159es internet k n\u00e1m ani k \u017e\u00e1dn\u00fdm jin\u00fdm spole\u010dnostem a nikdy se nepou\u017e\u00edvaj\u00ed k tr\u00e9nov\u00e1n\u00ed model\u016f um\u011bl\u00e9 inteligence.<\/p>\n\n\n\n

Zadruh\u00e9 \u2013 neantropomorfizujeme um\u011blou inteligenci. Syst\u00e9m\u016fm um\u011bl\u00e9 inteligence ned\u00e1v\u00e1me tv\u00e1\u0159 ani jm\u00e9no a neozna\u010dujeme je za \u201ekreativn\u00ed\u201c. Kreativita pat\u0159\u00ed lidem. Kreativita pat\u0159\u00ed d\u011btem. V\u00fdzkumy ukazuj\u00ed, \u017ee antropomorfizace m\u016f\u017ee v\u00e9st k r\u016fzn\u00fdm kognitivn\u00edm, behavior\u00e1ln\u00edm a emocion\u00e1ln\u00edm vedlej\u0161\u00edm \u00fa\u010dink\u016fm. U d\u011bt\u00ed se m\u016f\u017ee nap\u0159\u00edklad vytvo\u0159it parasoci\u00e1ln\u00ed vazba k syst\u00e9m\u016fm um\u011bl\u00e9 inteligence, kter\u00e1 m\u016f\u017ee nahrazovat skute\u010dn\u00e9 mezilidsk\u00e9 vztahy.<\/p>\n\n\n\n

Zat\u0159et\u00ed \u2013 transparentnost. Modely, s nimi\u017e d\u011bti pracuj\u00ed, jsou doprov\u00e1zeny jasnou dokumentac\u00ed, nap\u0159\u00edklad tzv. kartami model\u016f, kter\u00e9 popisuj\u00ed pou\u017eit\u00e1 tr\u00e9novac\u00ed data a mo\u017en\u00e9 p\u0159edsudky, je\u017e mohou obsahovat. Chceme-li, aby d\u011bti na z\u00e1kladn\u00ed \u00farovni rozum\u011bly tomu, jak tyto n\u00e1stroje funguj\u00ed, mus\u00edme jim je uk\u00e1zat \u2013 nikoli je skr\u00fdvat za z\u00e1voj propriet\u00e1rn\u00edch informac\u00ed.<\/p>\n\n\n\n

Tv\u016frci politik, u\u010ditel\u00e9 a l\u00edd\u0159i v oboru by se nem\u011bli pt\u00e1t, zda um\u011bl\u00e1 inteligence zm\u011bn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed, proto\u017ee to se u\u017e d\u011bje. Ot\u00e1zkou je, zda tento okam\u017eik vyu\u017eijeme jen k optimalizaci st\u00e1vaj\u00edc\u00edch syst\u00e9m\u016f, nebo zda d\u011btem skute\u010dn\u011b umo\u017en\u00edme aktivn\u00ed zapojen\u00ed a posuneme se sm\u011brem k efektivn\u011bj\u0161\u00edmu u\u010den\u00ed.<\/p>\n\n\n\n

Chceme-li, aby d\u011bti budovaly lep\u0161\u00ed budoucnost, mus\u00edme je vybavit spr\u00e1vn\u00fdmi dovednostmi a zp\u016fsobem my\u0161len\u00ed. P\u0159edstavme si, co by se mohlo st\u00e1t, kdyby z\u00edskaly z\u00e1kladn\u00ed porozum\u011bn\u00ed tomu, jak um\u011bl\u00e1 inteligence funguje, tvo\u0159ivou sebed\u016fv\u011bru p\u0159i jej\u00edm vyu\u017e\u00edv\u00e1n\u00ed a schopnost kriticky posuzovat, kdy a jak ji pou\u017e\u00edvat.<\/p>\n\n\n\n

V\u00edce ne\u017e kdy d\u0159\u00edve mus\u00edme d\u011btem umo\u017enit u\u010dit se spole\u010dn\u011b, nikoli osamocen\u011b p\u0159ed obrazovkami. Mus\u00edme naslouchat jejich n\u00e1zor\u016fm, podporovat jejich zv\u00eddavost a u\u010dinit jejich hlas z\u00e1kladem ka\u017ed\u00e9ho rozhodnut\u00ed, kter\u00e9 p\u0159ij\u00edm\u00e1me.<\/p>\n\n\n\n

D\u011bti jsou p\u0159ipraveny. Ot\u00e1zkou je, zda jsme p\u0159ipraveni i my.<\/p>\n\n\n\n

\u00b9 \u201eUS Computer Science & AI Education Insights Report\u201c (zpr\u00e1va o znalostech v oblasti informatiky a um\u011bl\u00e9 inteligence ve Spojen\u00fdch st\u00e1tech), LEGO\u00ae Education, 2026, education.lego.com\/en-us\/resources\/cs-ai-education-insights-us\/<\/mark><\/a>.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Andrew Sliwinski, viceprezident a vedouc\u00ed odd\u011blen\u00ed u\u017eivatelsk\u00fdch zku\u0161enost\u00ed v LEGO Education, odpov\u00edd\u00e1 na ot\u00e1zky t\u00fdkaj\u00edc\u00ed se vyu\u017e\u00edv\u00e1n\u00ed znalost\u00ed z oblasti<\/p>\n","protected":false},"author":1,"featured_media":989,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13,3,4],"tags":[],"class_list":["post-985","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-didakticke-pomucky","category-materska-skola","category-zakladni-skola","comments-off"],"_links":{"self":[{"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/posts\/985","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/comments?post=985"}],"version-history":[{"count":6,"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/posts\/985\/revisions"}],"predecessor-version":[{"id":996,"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/posts\/985\/revisions\/996"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/media\/989"}],"wp:attachment":[{"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/media?parent=985"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/categories?post=985"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/insgraf.cz\/blog\/wp-json\/wp\/v2\/tags?post=985"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}