Digipädevuse dimensioonid ja nende hindamine põhikoolis

  • Margus Pedaste
  • Veronika Kalmus
  • Katariina Vainonen
Märksõnad: digipädevus, EU Kids Online, tasemetöö, hindamine, faktoranalüüs

Kokkuvõte

Uuring keskendus digipädevuse empiiriliselt eristatavate dimensioonide kirjeldamisele ja nende hindamiseks sobivate küsimuste leidmisele, tuginedes EU Kids Online’i küsitluse ja Eesti katselise digipädevuse tasemetöö andmetele. Kahe andmestiku põhjal eristati üheksa digipädevuse dimensiooni: digivahenditega operatsioonide tegemine, digimaailmas suhtlemine, digimaterjalide loomine, digisisu programmeerimine, hinnang digikeskkondades toimetulekule, võrdlev hinnang digipädevusele, digimaailmas seaduslik toimetamine, digimaailmas enese ja teiste kaitsmine ning digihoiakud. Dimensioonide eristamiseks loodud faktormudeleid iseloomustavad head sobitusastme näitajad ja mõõdukad korrelatsioonid faktorite vahel. Iga dimensiooni kirjeldamiseks leiti vähemalt kolm küsimust, mis sobivad ka uute küsimuste koostamise aluseks. Edasistes uuringutes on vaja hinnata 1) dimensioone tasakaalustatud arvu küsimustega ning 2) iga küsimuse keerukust ja õpilaste eristamise võimet.

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Allalaadimisi

Andmeid allalaadimiseks pole.

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Avaldatud
2021-11-01
Kuis viidata
Pedaste, M., Kalmus, V., & Vainonen, K. (2021). Digipädevuse dimensioonid ja nende hindamine põhikoolis. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 9(2), 212-243. https://doi.org/10.12697/eha.2021.9.2.09
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