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Decision making is not a trivial task and its effectiveness depends on the quality of the thinking processes. We argue that the decision making process could be more effective if the decision is made as a result of systematic thinking according to a theoretical model of agency. We analyzed how the ecological model of agency could support decision making. The theoretical model of agency describes three dimensions iterational, projective, and practical-evaluative. However, this model has been not empirically confirmed. Therefore, we developed a questionnaire to assess agency and conducted two studies to test the model in two contexts with two different samples to ensure validity. In both cases the model was confirmed.

The aim of the study was to find out which advantages and disadvantages teacher students point out when using video diaries (compared to written diaries) during school practice and what are the similarities and differences of reflection levels between video and written diary posts. The dataset includes the results of written questionnaires from 24 teacher students and video and written diary posts by 18 of those students. Data was analyzed using inductive and deductive content analysis. The results of the study reveal that the advantages of video diary are the richness of emotions and authenticity, faster compilation, alternation to written work and opportunity to get used to watching and hearing oneself on video. The disadvantages pointed out were fear of the camera, issues with technology and digital competence, choice of location for video-recording, logic and thoughtfulness of the text and potential unwanted circulation of video material. Written practice diary posts contained fewer meaning units than video diary posts. In reflections of both formats, the descriptive level was most common.

Complex problem solving is one of the key skills for future jobs, but it has not been clearly operationalized. We hypothesized that it is a construct of inquiry, computational thinking, and mathematical problem solving. The hypothesis was empirically tested by administering tests to 261 high school students for assessing three inquiry skills, two dimensions of computational thinking and five mathematical problem solving skills. Confirmatory factor analysis showed a three factor model of inquiry skills and two factor model of computational thinking skills to have a good fit. Mathematical problem solving skills were characterized with a two factor model. These factors were combined in a higher-order factor model into one construct that could be defined as a complex problem solving skill.

Self-regulation is an increasingly important metacognitive skill in learning requiring metacognitive awareness and experience. We investigate the role of digital learning diary and cognitive-metacognitive promptsin changing learners' metacognitive reflection deeper and more profound. We investigated the advancement of reflection skills of college students based on their learning diary entries. The data were analyzed drawn on Poldner et al [1] five argumentation levels. The findings indicated a significant growth in all levels, most notably in evaluation and justification levels. The factors affecting learners' reflection skills are discussed in the article.

The general goals of education have changed in the 21st century. The contemporary learning approach aims at achieving better self-fulfillment, openness and lifelong learning opportunities for every learner. This presents new demands on technologies. Technological advancements are often ahead of their use in educational settings, but nowadays we can also see that the contemporary learning approach sets unmet demands to technology developers. This paper introduces the objectives of the contemporary learning approach and discusses how 11 existing advanced technologies could help achieve the objectives of the contemporary learning approach. The review shows that educational technologies are mainly designed to improve subject knowledge and skills and can be quite often used to support collaboration and self-regulation as well. However, learning skills and especially subjective well-being are less in focus.

This paper argues that contrary to some other ICT application, streaming audio and video has become successful in tertiary music and dance education owing that it allows to acknowledge and build forward from the core of arts education – physical practicing. Three main applications will be referred to: the usage of exemplary video cases, real time videoconferencing, and reflecting on one’s own practice captured on audio or video. I will argue that besides it being useful for adding flexibility for prospective musicians and dancers, streaming audio and video can also provide qualitatively new possibilities for enhancing tertiary music and dance education.