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Publikatsioonide loend
1. Johanson, M., Pedaste, M., Pastak, M., Täht, K., Sõrmus, M., & Jukk, H. (2021). Assessment of mathematical competence using the Estonian national e-tests. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 9(2), 100-126. https://doi.org/10.12697/eha.2021.9.2.05
2. Kallas, K., & Pedaste, M. (2022). How to Improve the Digital Competence for E-Learning?. Applied Sciences, 12(13), 6582. https://doi.org/10.3390/app12136582
3. Kallas, K., & Pedaste, M. (2022). How to cluster students based on their digital competence for learning? In: Sridhar IYER, Ju-Ling SHIH, Weiqin CHEN, Mas Nida MD KHAMBARI (Ed.). Proceedings of the 30 th International Conference on Computers in Education. (709−714). Asia - Pacific Society for Computers in Education.
4. Pedaste, M., Kalmus, V., & Vainonen, K. (2021). Dimensions of digital competence and its assessment in basic school. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 9(2), 212-243. https://doi.org/10.12697/eha.2021.9.2.09
5. Pedaste, M., Leijen, Ä., Kallas, K., & Raave, D. K. (2022). How to increase the potential of digital learning in achieving both cognitive and non-cognitive learning outcomes? (CO:RE Short Report Series on Key Topics). Hamburg: Leibniz- Institut für Medienforschung | Hans-Bredow-Institut (HBI); CO:RE - Children Online: Research and Evidence. https://doi.org/10.21241/ssoar.79415
6. Puksand, H., & Uibu, K. (2021). Soolised erinevused Eesti põhikooliõpilaste funktsionaalses lugemisoskuses.Eesti Haridusteaduste Ajakiri, 9(2), 47-71. https://ojs.utlib.ee/index.php/EHA/article/view/eha.2021.9.2.03
7. Raave, D. K., Roa, E. R., Pedaste, M., & Saks, K. (2022). Classroom Digital Technology Integration–A Double-Edged Sword? Engaging and Practical yet Harmful. In International Conference on Innovative Technologies and Learning (pp. 241-251). Springer, Cham. https://doi.org/10.1007/978-3-031-15273-3_27
8. Raave, D. K., Roa, E. R., Pedaste, M., & Saks, K. (2022). Teachers’ classroom digital technology integration practices. In Iyer, S. et al. (Eds.) Proceedings of the 30th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education.
9. Raave, D. K., Pedaste, M., & Saks, K. (2022). The mediators of the effect of meaningful classroom digital technology integration on students' subject-specific learning outcomes in basic education. In Jivet, I. et al. (Eds.) Proceedings of the Doctoral Consortium of the Seventeenth European Conference on Technology Enhanced Learning. CEUR Workshop Proceedings.
Publikatsioonide loend
1. Johanson, M., Pedaste, M., Pastak, M., Täht, K., Sõrmus, M., & Jukk, H. (2021). Assessment of mathematical competence using the Estonian national e-tests. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 9(2), 100-126. https://doi.org/10.12697/eha.2021.9.2.05
2. Kallas, K., & Pedaste, M. (2022). How to Improve the Digital Competence for E-Learning?. Applied Sciences, 12(13), 6582. https://doi.org/10.3390/app12136582
3. Kallas, K., & Pedaste, M. (2022). How to cluster students based on their digital competence for learning? In: Sridhar IYER, Ju-Ling SHIH, Weiqin CHEN, Mas Nida MD KHAMBARI (Ed.). Proceedings of the 30 th International Conference on Computers in Education. (709−714). Asia - Pacific Society for Computers in Education.
4. Pedaste, M., Kalmus, V., & Vainonen, K. (2021). Dimensions of digital competence and its assessment in basic school. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 9(2), 212-243. https://doi.org/10.12697/eha.2021.9.2.09
5. Pedaste, M., Leijen, Ä., Kallas, K., & Raave, D. K. (2022). How to increase the potential of digital learning in achieving both cognitive and non-cognitive learning outcomes? (CO:RE Short Report Series on Key Topics). Hamburg: Leibniz- Institut für Medienforschung | Hans-Bredow-Institut (HBI); CO:RE - Children Online: Research and Evidence. https://doi.org/10.21241/ssoar.79415
6. Puksand, H., & Uibu, K. (2021). Soolised erinevused Eesti põhikooliõpilaste funktsionaalses lugemisoskuses.Eesti Haridusteaduste Ajakiri, 9(2), 47-71. https://ojs.utlib.ee/index.php/EHA/article/view/eha.2021.9.2.03
7. Raave, D. K., Roa, E. R., Pedaste, M., & Saks, K. (2022). Classroom Digital Technology Integration–A Double-Edged Sword? Engaging and Practical yet Harmful. In International Conference on Innovative Technologies and Learning (pp. 241-251). Springer, Cham. https://doi.org/10.1007/978-3-031-15273-3_27
8. Raave, D. K., Roa, E. R., Pedaste, M., & Saks, K. (2022). Teachers’ classroom digital technology integration practices. In Iyer, S. et al. (Eds.) Proceedings of the 30th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education.
9. Raave, D. K., Pedaste, M., & Saks, K. (2022). The mediators of the effect of meaningful classroom digital technology integration on students' subject-specific learning outcomes in basic education. In Jivet, I. et al. (Eds.) Proceedings of the Doctoral Consortium of the Seventeenth European Conference on Technology Enhanced Learning. CEUR Workshop Proceedings.
2. Kallas, K., & Pedaste, M. (2022). How to Improve the Digital Competence for E-Learning?. Applied Sciences, 12(13), 6582. https://doi.org/10.3390/app12136582
3. Kallas, K., & Pedaste, M. (2022). How to cluster students based on their digital competence for learning? In: Sridhar IYER, Ju-Ling SHIH, Weiqin CHEN, Mas Nida MD KHAMBARI (Ed.). Proceedings of the 30 th International Conference on Computers in Education. (709−714). Asia - Pacific Society for Computers in Education.
4. Pedaste, M., Kalmus, V., & Vainonen, K. (2021). Dimensions of digital competence and its assessment in basic school. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 9(2), 212-243. https://doi.org/10.12697/eha.2021.9.2.09
5. Pedaste, M., Leijen, Ä., Kallas, K., & Raave, D. K. (2022). How to increase the potential of digital learning in achieving both cognitive and non-cognitive learning outcomes? (CO:RE Short Report Series on Key Topics). Hamburg: Leibniz- Institut für Medienforschung | Hans-Bredow-Institut (HBI); CO:RE - Children Online: Research and Evidence. https://doi.org/10.21241/ssoar.79415
6. Puksand, H., & Uibu, K. (2021). Soolised erinevused Eesti põhikooliõpilaste funktsionaalses lugemisoskuses.Eesti Haridusteaduste Ajakiri, 9(2), 47-71. https://ojs.utlib.ee/index.php/EHA/article/view/eha.2021.9.2.03
7. Raave, D. K., Roa, E. R., Pedaste, M., & Saks, K. (2022). Classroom Digital Technology Integration–A Double-Edged Sword? Engaging and Practical yet Harmful. In International Conference on Innovative Technologies and Learning (pp. 241-251). Springer, Cham. https://doi.org/10.1007/978-3-031-15273-3_27
8. Raave, D. K., Roa, E. R., Pedaste, M., & Saks, K. (2022). Teachers’ classroom digital technology integration practices. In Iyer, S. et al. (Eds.) Proceedings of the 30th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education.
9. Raave, D. K., Pedaste, M., & Saks, K. (2022). The mediators of the effect of meaningful classroom digital technology integration on students' subject-specific learning outcomes in basic education. In Jivet, I. et al. (Eds.) Proceedings of the Doctoral Consortium of the Seventeenth European Conference on Technology Enhanced Learning. CEUR Workshop Proceedings.