(2009). The Estonian Tiger Leap from Post-Communism to the Information Society: From Policy to Practice. Journal of Baltic Studies: Vol. 40, From Post-Communism to the EU: Estonia's Transition 20 Years on, pp. 29-51.

Drawing on the data from 26 interviews with different subject teachers in two countries, Estonia and Latvia, this study aimed to reveal how pedagogical beliefs and subject cultures shape the ways primary and secondary school teachers mediate students` use of digital technology. Teachers are acknowledged to be important socializing agents, affecting young people`s experiences with digital technology, but it is still unclear how the mediation practices of teachers are related to such intrinsic factors as teachers` beliefs about the nature of learning, nature of technology, self-efficacy beliefs, and subject cultures. Our study indicates that teachers mainly act as guides or coaches to help students make sense of the various opportunities that digital technology provide. Teachers also use a variety of restrictions related to technology use according to their dominant pedagogical beliefs and subject domains. These two roles are not mutually exclusive, combining according to what teachers believe will best support learning. A small group of teachers in our sample also strive to broaden students` understanding and adopt new skills for using technology in innovative ways. Implications for teacher training and peer-to-peer learning are discussed based on our findings.

The aim of the current article is to provide analysis of information operations of the Russian Federation performed against the Ukrainian state and defence forces from 1 April until 31 December 2014. Russia uses ideological, historical, political symbols and narratives for justifying and supporting their military, economic and political campaigns not only in Donbass but in the whole of Ukraine. The article concentrates on the various means of meaning-making carried out by Russian information operations regarding the Ukrainian state and military structures.

This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on their findings, the authors argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed.