Preface
DOI:
https://doi.org/10.12697/eha.2015.3.2.01Abstract
Info- ja kommunikatsioonitehnoloogia omandab järjest suuremat rolli peaaegu kõikides inimtegevuse valdkondades, pakkudes võimalusi sotsiaalseks suhtluseks, info otsimiseks ja haldamiseks, meelelahutuseks, e-teenuste osutamiseks ja kasutamiseks, kuid arvesse tuleb võtta ka internetikasutuse pahupoolt. Nimelt kuulub Eesti nende riikide hulka, mis paistab silma kõrge internetiriskide taseme poolest. Seetõttu käsitletakse seekordse ajakirjanumbri artiklites nii võimalusi kui ka ohte, mis kaasnevad digivahendite kasutamisega haridusvaldkonnas. Artiklid tuginevad laiapõhjalistele uuringutele ning võiksid pakkuda huvi koolieelsete lasteasutuste ja üldhariduskoolide õpetajatele, aga ka kõrgkoolide õppejõududele. Metodoloogilise poole pealt annavad artiklid hea ülevaate eri võimalustest, kuidas digimaailma uurida.
Downloads
Download data is not yet available.
References
<p>Bauernhansl, T. (2014). Die Vierte Industrielle Revolution – Der Weg in ein wertschaffendes Produktionsparadigma. In T. Bauernhansl, M. ten Hompel, & B. Vogel-Heuser (Eds.), <em>Industrie 4.0 in Produktion, Automatisierung und Logistik: Anwendung, Technologien und Migration</em> (pp. 5–35). Wiesbaden: Springer Fachmedien Wiesbaden. doi: <a href="http://dx.doi.org/10.1007/978-3-658-04682-8_1">http://dx.doi.org/10.1007/978-3-658-04682-8_1</a></p><p>Bronfenbrenner, U. (1979). <em>The ecology of human development.</em> Cambridge, MA: Harvard University Press.</p><p>Eesti Koostoo Kogu (2014). <em>Eesti elukestva õppe strateegia 2020.</em> Külastatud aadressil <a href="https://hm.ee/sites/default/files/strateegia2020.pdf">https://hm.ee/sites/default/files/strateegia2020.pdf</a>.</p><p>Goodfellow, R. (2011). Literacy, literacies, and the digital in higher education. <em>Teaching in Higher Education, 16</em>(1), 131–144. doi: <a href="http://dx.doi.org/10.1080/13562517.2011.544125">http://dx.doi.org/10.1080/13562517.2011.544125</a></p><p>Greller, W., & Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics. <em>Educational Technology & Society, 15</em>(3), 42–57.</p><p>Helsper, E. J., Kalmus, V., Hasebrink, U., Sagvari, B., & De Haan, J. (2013). <em>Country classification: Opportunities, risks, harm and parental mediation.</em> LSE, London: EU Kids Online. Retrieved from <a href="http://eprints.lse.ac.uk/52023/">http://eprints.lse.ac.uk/52023/</a>.</p><p>ITL (2013). <em>Info- ja kommunikatsioonitehnoloogia sektori visioon infoühiskonnast Eestis aastal 2020.</em> Kulastatud aadressil <a href="http://www.itl.ee/public/files/Visioon2020.pdf">http://www.itl.ee/public/files/Visioon2020.pdf</a>.</p><p>Johnson, G. M., & Puplampu, K. P. (2008). Internet use during childhood and the ecological techno-subsystem. <em>Canadian Journal of Learning and Technology, 34</em>(1). Retrieved from <a href="http://www.cjlt.ca/index.php/cjlt/article/view/172/168">http://www.cjlt.ca/index.php/cjlt/article/view/172/168</a>.</p><p>Kalmus, V., von Feilitzen, C., & Siibak, A. (2012). Effectiveness of teachers’ and peers’ mediation in supporting opportunities and reducing risks online. In S. Livingstone, L. Haddon, & A. Gorzig (Eds.), <em>Children, risk and safety on the internet: Research and policy challenges in comparative perspective</em> (pp. 245–256). Bristol: The Policy Press. doi: <a href="http://dx.doi.org/10.1332/policypress/9781847428837.003.0019">http://dx.doi.org/10.1332/policypress/9781847428837.003.0019</a></p><p>Karaseva, A., Siibak, A., & Pruulmann-Vengerfeldt, P. (2015). Relationships between teachers’ pedagogical beliefs, subject cultures, and mediation practices of students’ use of digital technology. <em>Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9</em>(1). Retrieved from <a href="http://cyberpsychology.eu/view.php?cisloclanku=2015051403&article=6">http://cyberpsychology.eu/view.php?cisloclanku=2015051403&article=6</a>. doi: <a href="http://dx.doi.org/10.5817/CP2015-1-6">http://dx.doi.org/10.5817/CP2015-1-6</a></p><p>Khoo, E., Merry, R., Nguyen, N. H., Bennett, T., & MacMillan, N.(2015). <em>iPads and opportunities for teaching and learning for young children (iPads n kids).</em> Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research.</p><p>Knapp, M. L., & Hall, J. A. (2002). <em>Nonverbal communication in human interaction.</em> Boston: Thomson Learning.</p><p>KOM (2007). <em>E-oskused kui konkurentsivõime, majanduskasvu ja töökohtade arvu edendajad 21. sajandil. Komisjoni teatis nõukogule, Euroopa Parlamendile, Euroopa Majandus- ja Sotsiaalkomiteele ning Regioonide Komiteele.</em> Külastatud aadressil <a href="http://publications.europa.eu/resource/cellar/022f8a9f-a6c0-49d0-8194-643389cf9401.0015.02/DOC_1">http://publications.europa.eu/resource/cellar/022f8a9f-a6c0-49d0-8194-643389cf9401.0015.02/DOC_1</a>.</p><p>Kucirkova, N., Messer, D., Sheehy, K., & Flewitt, R. (2013). Sharing personalised stories on iPads: A close look at one parent–child interaction. <em>Literacy, 47</em>(3), 115– 122. doi: <a href="http://dx.doi.org/10.1111/lit.12003">http://dx.doi.org/10.1111/lit.12003</a></p><p>Livingstone, S., & Haddon, L. (2009). <em>EU Kids Online: Final report 2009.</em> LSE, London: EU Kids Online. Retrieved from <a href="http://eprints.lse.ac.uk/24372/">http://eprints.lse.ac.uk/24372/</a>.</p><p>Livingstone, S., Haddon, L., Gorzig, A., & Olafsson, K. (2011). <em>Risks and safety on the internet: The perspective of European children. Full findings.</em> LSE, London: EU Kids Online. Retrieved from <a href="http://eprints.lse.ac.uk/33731/">http://eprints.lse.ac.uk/33731/</a>.</p><p>Menesini, E. (2012) Cyberbullying: The right value of the phenomenon. Comments on the paper "Cyberbullying: An overrated phenomenon?". <em>European Journal of Developmental Psychology, 9</em>(5), 544–552. doi: <a href="http://dx.doi.org/10.1080/17405629.2012.706449">http://dx.doi.org/10.1080/17405629.2012.706449</a></p><p>Nocentini, A., Calmaestra, J., Schultze-Krumbholz, A., Scheithauer, H., Ortega, R., & Menesini, E. (2010). Cyberbullying: Labels, behaviours and definition in three European countries. <em>Australian Journal of Guidance and Counselling, 20</em>(2), 129– 142. doi: <a href="http://dx.doi.org/10.1375/ajgc.20.2.129">http://dx.doi.org/10.1375/ajgc.20.2.129</a></p><p>Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: The good, the bad, and the unknown. <em>Pediatrics, 135</em>(1), 1–3. doi: <a href="http://dx.doi.org/10.1542/peds.2014-2251">http://dx.doi.org/10.1542/peds.2014-2251</a></p><p>Short, J., Williams, E., & Christie, B. (1976). <em>The social psychology telecommunication.</em> London: John Wiley.</p><p>Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. <em>Journal of Child Psychology and Psychiatry, 49</em>(4), 376–385. doi: <a href="http://dx.doi.org/10.1111/j.1469-7610.2007.01846.x">http://dx.doi.org/10.1111/j.1469-7610.2007.01846.x</a></p><p>Soep, E., & Chavez, V. (2010). <em>Drop that knowledge: Youth radio stories.</em> Berkeley, CA: University of California Press.</p><p>Sproull, L., & Kiesler, S. (1986). Reducing social context cues: Electronic mail in organizational communication. <em>Management Science, 32</em>(11), 1492–1512. doi: <a href="http://dx.doi.org/10.1287/mnsc.32.11.1492">http://dx.doi.org/10.1287/mnsc.32.11.1492</a></p><p>Sticca, F., & Perren, S. (2012). Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying. <em>Journal of Youth and Adolescence, 42</em>(5), 739–750. doi: <a href="http://dx.doi.org/10.1007/s10964-012-9867-3">http://dx.doi.org/10.1007/s10964-012-9867-3</a></p><p>UNESCO IITE (2011). <em>Digital literacy in education.</em> Moscow: UNESCO Institute for Information Technology in Education.</p><p>Vinter, K. (2013). <em>Digitaalse ekraanimeedia tarbimine 5–7-aastaste laste seas ja selle sotsiaalne vahendamine Eestis. Pedagoogiline vaatekoht</em> (Doktoritoo). Kulastatud aadressil <a href="http://e-ait.tlulib.ee/318/">http://e-ait.tlulib.ee/318/</a>.</p><p>Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. <em>Journal of Adolescent Health, 45</em>(4), 368–375. doi: <a href="http://dx.doi.org/10.1016/j.jadohealth.2009.03.021">http://dx.doi.org/10.1016/j.jadohealth.2009.03.021</a></p><p>Ybarra, M. L., Boyd, D., Korchmaros, J. D., & Oppenheim, J. (2012). Defining and measuring cyberbullying within the larger context of bullying victimization. <em>Journal of Adolescent Health, 51</em>(1), 53–58. doi: <a href="http://dx.doi.org/10.1016/j.jadohealth.2011.12.031">http://dx.doi.org/10.1016/j.jadohealth.2011.12.031</a></p>
Downloads
Published
2015-11-01
How to Cite
Luik, P., Siibak, A., & Normak, P. (2015). Preface. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 3(2), 1–9. https://doi.org/10.12697/eha.2015.3.2.01
Issue
Section
Preface
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
