Interdisciplinary Journal of e-Skills and Lifelong Learning, 2013
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions-Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
Interdisciplinary Journal of e-Skills and Lifelong Learning, 2011
In 2008, an educational organization that works in 60 countries across the world, established a p... more In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community. The findings indicated the following: a) student motivation and engagement in the learning process increased when studying with the IWB; b) teachers reported on their professional development and enhanced technology skills. The findings also showed that the integration of technology into instruction posed some difficulties and challenges, such as a sense of over-burdening among teachers. The main conclusions were the following: a) there is a need to focus on the pedagogical training of the teachers, with an emphasis on the ways that technology can assist interactive teaching; b) in order to help relieve the over-burdening of teachers, a database of instructional tools should be established providing suggestions for lesson plans and instructional materials; c) accessibility to the technology should be extended to more teachers and students by adding smart classrooms to every school in the project.
The adaptation of innovative technologies for learning and teaching faces learners, developers an... more The adaptation of innovative technologies for learning and teaching faces learners, developers and instructors with a wide range of challenges that should be considered for a successful imple-mentation. This Interdisciplinary Journal of E-Learning and Learning Objects (IJELLO) second issue of special series is based on selected best papers presented in the Fifth Chais Conference on Instructional Technologies Research 2010: Learning in the Technological Era, which was held at The Open University of Israel, Raanana, Israel, on February 10, 2010, and was organized by the Chais Research Center for the Integration of Technology in Education. This preface presents the mission and activities of the Chais research center, describes the objec-tives and themes of the Chais Conference 2010, explains its synergies with IJELLO and the In-forming Science Institute, and introduces the papers included in this special issue.
This article explores the effects of Time To Know, a comprehensive technology-rich learning envir... more This article explores the effects of Time To Know, a comprehensive technology-rich learning environment, on low-SES students' learning achievements in Mathematics, Hebrew and English as a Foreign Language (EFL) in Israel. The study is based on the assumption that one of the possible solutions for bridging the social gap can be achieved through narrowing the digital divide, particularly by bringing a 1:1 computing social-constructivist learning environment to the low-SES students. The subjects were 49 5th-grade students from low-SES, who joined a Time To Know program in Israel, and 42 5th-grade students who learned in a traditional setting. Findings indicated that learning with the Time To Know program significantly enhanced students’ Mathematics, Hebrew and EFL achievements. In addition, the findings showed that as a result of learning in the Time To Know environment, the knowledge and skills gap between the students was significantly narrowed. This article is based on data coll...
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions-Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
This article describes research in three tenth grade classes where tablets have been implemented ... more This article describes research in three tenth grade classes where tablets have been implemented in a 1:1 model (personal tablet per student). The research literature shows that tablets have the potential to become powerful tools for learning and teaching. The advantage of tablets is their ability of rapid access to online information and the ease of carrying a lot of information from place to place. The goals of this research were to understand the main applications that students and teachers make with tablets, and major contributions and challenges to teaching and learning. The findings suggest that learning with tablets contributes to more diverse teaching methods, to the availability and accessibility of information and it enables continuity of learning after school hours. Another finding is the students' ability to adapt their tablet to their individual learning needs using various applications. This adaptation helps to make learning more personalized, interesting and accessible. This trend may become more frequent as the use of tablets becomes more common among teachers and students in schools.
The study described in this article was conducted in order to examine the effectiveness of teachi... more The study described in this article was conducted in order to examine the effectiveness of teaching English as a foreign language with the "Waterford Early Reading Program" (WERP) on the achievements of 1 st graders enrolled in Shuvu schools in the 2010-2011 academic year. The Shuvu Network is comprised of 69 schools and kindergartens that were established in Israel for the children of immigrants, mostly from the USSR. WERP provides a multimedia environment for teaching English reading skills to students between kindergarten and elementary school. The program provides students with various tasks at varying levels of difficulty, personally tailored for each student, according to his/her progress. The study was carried out in six schools: 3 using WERP and 3 comparison schools. Students were tested using DIBELS, a standardized test used to assess pre-reading and reading skills. DIBELS includes 4 skills tests: initial sound, letter recognition, letter sound, and non-words reading. Findings indicate a significant contribution by WERP especially in letter recognition and reading non-words. It seems that WERP adaptive software that allows construction of a personal program for each student, combined with teacher instruction based on individual progress reports provided by WERP, contributed to an increase in achievements in English literacy.
In 2008 Kadima Mada established a pilot project whereby Smart Classrooms were installed for use i... more In 2008 Kadima Mada established a pilot project whereby Smart Classrooms were installed for use in six junior and senior high schools in Horfeish, Misgav, Shifman School in Tirat ha-Carmel, Shaar ha-Negev and Makif Alef School in Beer Sheva. In this project each school received 10 IWBs (a 25% of the total number of classrooms in the school), 32 laptops, internet, communication software and teacher training. The evaluation research began a year after the beginning of the project. The research questions focused on the following populations: the students, the teachers, the schools and the local communities. The findings indicated the following: a) students' motivation and their involvement in the learning process increases when studying with the IWB; b) teachers reported upon their professional development and increased technology skills; c) a decrease in discipline problems; and d) the schools' status in the community was enhanced. Some difficulties and challenges were found during this research and these conclusions will be taken into consideration in the Smart Classes in the Galilee project.
This paper describes an evaluation study of the "Time to Know" program conducted by the Szold Ins... more This paper describes an evaluation study of the "Time to Know" program conducted by the Szold Institute. Time to Know Program includes: ICT infrastructure, laptops for every student, teacher LMS and interactive and holistic learning materials meeting the requirements of the Ministry of Education. Time to Know program is designed for teaching English, Hebrew and Math in 4 th-6 th grades. This study examined differences in achievement between the beginning and the end of the school year between Time to know students and a comparison group in 5 th grade. The findings suggest that Time to Know students perform better in all of the subject areas which were tested. Among these subjects, statistically significant differences were found in English and Math. The students attributed their achievement to their learning experiences in the program, using multimedia that enabled learning in different modalities and to the diversity in teaching. These have created enhanced motivation, enjoyment and engagement occasionally leading to autonomous learning among students. These initial results indicate a need for more studies to learn about ICT pedagogy in general and Time to Know specifically.
This article presents a new classroom observations, analysis tools (CLI-O: Class Learning Interac... more This article presents a new classroom observations, analysis tools (CLI-O: Class Learning Interactions – Observation tool) that was developed in order to provide a systematic description and characterize the nature of the interactions that occur between the teacher and the students in a class learning in an ICT environment. Several examples demonstrating the use of CLI-O and some preliminary findings derived from the use of this tool are presented. CLI-O was developed in order to answer the question – Can learning in an ICT environment be characterized by a unique pedagogy, expressed by student-centered pedagogy while the teacher serves as a guide mediating learning with a variety of technological tools? CLI-O provides an opportunity for educators and researchers to examine the implementation of ICT in teaching and learning and perceive it as an ongoing gradual process of building a new pedagogy tailored to the needs of the 21st century.
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions – Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions – Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
In 2008, an educational organization that works in 60 countries across the world, established a p... more In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community. The findings indicated the following: a) student motivation and engagement in the learning process increased when studying with the IWB; b) teachers reported on their professional development and enhanced technology skills. The findings also showed that the integration of technology into instruction posed some difficulties and challenges, such as a sense of over-burdening among teachers. The main conclusions were the following: a) there is a need to focus on the pedagogical training of the teachers, with an emphasis on the ways that technology can assist interactive teaching; b) in order to help relieve the over-burdening of teachers, a database of instructional tools should be established providing suggestions for lesson plans and instructional materials; c) accessibility to the technology should be extended to more teachers and students by adding smart classrooms to every school in the project.
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions – Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
This article explores the effects of Time To Know, a comprehensive technology-rich learning envir... more This article explores the effects of Time To Know, a comprehensive technology-rich learning environment, on low-SES students' learning achievements in Mathematics, Hebrew and English as a Foreign Language (EFL) in Israel. The study is based on the assumption that one of the possible solutions for bridging the social gap can be achieved through narrowing the digital divide, particularly by bringing a 1:1 computing social-constructivist learning environment to the low-SES students. The subjects were 49 5th-grade students from low-SES, who joined a Time To Know program in Israel, and 42 5th-grade students who learned in a traditional setting. Findings indicated that learning with the Time To Know program significantly enhanced students' Mathematics, Hebrew and EFL achievements. In addition, the findings showed that as a result of learning in the Time To Know environment, the knowledge and skills gap between the students was significantly narrowed. This article is based on data collected in an evaluation study conducted by Manny-Ikan, E., & Berger-Tikochonski, T. (2010).
In 2008, an educational organization that works in 60 countries across the world, established a p... more In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community.
Interdisciplinary Journal of e-Skills and Lifelong Learning, 2013
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions-Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
Interdisciplinary Journal of e-Skills and Lifelong Learning, 2011
In 2008, an educational organization that works in 60 countries across the world, established a p... more In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community. The findings indicated the following: a) student motivation and engagement in the learning process increased when studying with the IWB; b) teachers reported on their professional development and enhanced technology skills. The findings also showed that the integration of technology into instruction posed some difficulties and challenges, such as a sense of over-burdening among teachers. The main conclusions were the following: a) there is a need to focus on the pedagogical training of the teachers, with an emphasis on the ways that technology can assist interactive teaching; b) in order to help relieve the over-burdening of teachers, a database of instructional tools should be established providing suggestions for lesson plans and instructional materials; c) accessibility to the technology should be extended to more teachers and students by adding smart classrooms to every school in the project.
The adaptation of innovative technologies for learning and teaching faces learners, developers an... more The adaptation of innovative technologies for learning and teaching faces learners, developers and instructors with a wide range of challenges that should be considered for a successful imple-mentation. This Interdisciplinary Journal of E-Learning and Learning Objects (IJELLO) second issue of special series is based on selected best papers presented in the Fifth Chais Conference on Instructional Technologies Research 2010: Learning in the Technological Era, which was held at The Open University of Israel, Raanana, Israel, on February 10, 2010, and was organized by the Chais Research Center for the Integration of Technology in Education. This preface presents the mission and activities of the Chais research center, describes the objec-tives and themes of the Chais Conference 2010, explains its synergies with IJELLO and the In-forming Science Institute, and introduces the papers included in this special issue.
This article explores the effects of Time To Know, a comprehensive technology-rich learning envir... more This article explores the effects of Time To Know, a comprehensive technology-rich learning environment, on low-SES students' learning achievements in Mathematics, Hebrew and English as a Foreign Language (EFL) in Israel. The study is based on the assumption that one of the possible solutions for bridging the social gap can be achieved through narrowing the digital divide, particularly by bringing a 1:1 computing social-constructivist learning environment to the low-SES students. The subjects were 49 5th-grade students from low-SES, who joined a Time To Know program in Israel, and 42 5th-grade students who learned in a traditional setting. Findings indicated that learning with the Time To Know program significantly enhanced students’ Mathematics, Hebrew and EFL achievements. In addition, the findings showed that as a result of learning in the Time To Know environment, the knowledge and skills gap between the students was significantly narrowed. This article is based on data coll...
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions-Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
This article describes research in three tenth grade classes where tablets have been implemented ... more This article describes research in three tenth grade classes where tablets have been implemented in a 1:1 model (personal tablet per student). The research literature shows that tablets have the potential to become powerful tools for learning and teaching. The advantage of tablets is their ability of rapid access to online information and the ease of carrying a lot of information from place to place. The goals of this research were to understand the main applications that students and teachers make with tablets, and major contributions and challenges to teaching and learning. The findings suggest that learning with tablets contributes to more diverse teaching methods, to the availability and accessibility of information and it enables continuity of learning after school hours. Another finding is the students' ability to adapt their tablet to their individual learning needs using various applications. This adaptation helps to make learning more personalized, interesting and accessible. This trend may become more frequent as the use of tablets becomes more common among teachers and students in schools.
The study described in this article was conducted in order to examine the effectiveness of teachi... more The study described in this article was conducted in order to examine the effectiveness of teaching English as a foreign language with the "Waterford Early Reading Program" (WERP) on the achievements of 1 st graders enrolled in Shuvu schools in the 2010-2011 academic year. The Shuvu Network is comprised of 69 schools and kindergartens that were established in Israel for the children of immigrants, mostly from the USSR. WERP provides a multimedia environment for teaching English reading skills to students between kindergarten and elementary school. The program provides students with various tasks at varying levels of difficulty, personally tailored for each student, according to his/her progress. The study was carried out in six schools: 3 using WERP and 3 comparison schools. Students were tested using DIBELS, a standardized test used to assess pre-reading and reading skills. DIBELS includes 4 skills tests: initial sound, letter recognition, letter sound, and non-words reading. Findings indicate a significant contribution by WERP especially in letter recognition and reading non-words. It seems that WERP adaptive software that allows construction of a personal program for each student, combined with teacher instruction based on individual progress reports provided by WERP, contributed to an increase in achievements in English literacy.
In 2008 Kadima Mada established a pilot project whereby Smart Classrooms were installed for use i... more In 2008 Kadima Mada established a pilot project whereby Smart Classrooms were installed for use in six junior and senior high schools in Horfeish, Misgav, Shifman School in Tirat ha-Carmel, Shaar ha-Negev and Makif Alef School in Beer Sheva. In this project each school received 10 IWBs (a 25% of the total number of classrooms in the school), 32 laptops, internet, communication software and teacher training. The evaluation research began a year after the beginning of the project. The research questions focused on the following populations: the students, the teachers, the schools and the local communities. The findings indicated the following: a) students' motivation and their involvement in the learning process increases when studying with the IWB; b) teachers reported upon their professional development and increased technology skills; c) a decrease in discipline problems; and d) the schools' status in the community was enhanced. Some difficulties and challenges were found during this research and these conclusions will be taken into consideration in the Smart Classes in the Galilee project.
This paper describes an evaluation study of the "Time to Know" program conducted by the Szold Ins... more This paper describes an evaluation study of the "Time to Know" program conducted by the Szold Institute. Time to Know Program includes: ICT infrastructure, laptops for every student, teacher LMS and interactive and holistic learning materials meeting the requirements of the Ministry of Education. Time to Know program is designed for teaching English, Hebrew and Math in 4 th-6 th grades. This study examined differences in achievement between the beginning and the end of the school year between Time to know students and a comparison group in 5 th grade. The findings suggest that Time to Know students perform better in all of the subject areas which were tested. Among these subjects, statistically significant differences were found in English and Math. The students attributed their achievement to their learning experiences in the program, using multimedia that enabled learning in different modalities and to the diversity in teaching. These have created enhanced motivation, enjoyment and engagement occasionally leading to autonomous learning among students. These initial results indicate a need for more studies to learn about ICT pedagogy in general and Time to Know specifically.
This article presents a new classroom observations, analysis tools (CLI-O: Class Learning Interac... more This article presents a new classroom observations, analysis tools (CLI-O: Class Learning Interactions – Observation tool) that was developed in order to provide a systematic description and characterize the nature of the interactions that occur between the teacher and the students in a class learning in an ICT environment. Several examples demonstrating the use of CLI-O and some preliminary findings derived from the use of this tool are presented. CLI-O was developed in order to answer the question – Can learning in an ICT environment be characterized by a unique pedagogy, expressed by student-centered pedagogy while the teacher serves as a guide mediating learning with a variety of technological tools? CLI-O provides an opportunity for educators and researchers to examine the implementation of ICT in teaching and learning and perceive it as an ongoing gradual process of building a new pedagogy tailored to the needs of the 21st century.
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions – Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions – Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
In 2008, an educational organization that works in 60 countries across the world, established a p... more In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community. The findings indicated the following: a) student motivation and engagement in the learning process increased when studying with the IWB; b) teachers reported on their professional development and enhanced technology skills. The findings also showed that the integration of technology into instruction posed some difficulties and challenges, such as a sense of over-burdening among teachers. The main conclusions were the following: a) there is a need to focus on the pedagogical training of the teachers, with an emphasis on the ways that technology can assist interactive teaching; b) in order to help relieve the over-burdening of teachers, a database of instructional tools should be established providing suggestions for lesson plans and instructional materials; c) accessibility to the technology should be extended to more teachers and students by adding smart classrooms to every school in the project.
This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interacti... more This article presents a new classroom observations analysis tool (CLI-O: Class Learning Interactions – Observation tool). The CLI-O tool enables the collection of various data regarding the use of ICT tools, organization of learning, and teacher-student interactions in the lesson. Several examples demonstrating the use of CLI-O and some preliminary findings derived from this tool are presented. CLI-O was developed in order to answer the question: Is learning in an ICT-based environment characterized by a unique pedagogy expressed, for example, by student-centered pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools? For example, in lessons observed and analyzed by CLI-O in the present study, a large part of the learning was found to be whole class learning, mainly frontal learning, and the teacher was at the focus of the lesson. CLI-O supplies a systematic description of classroom processes and enables teachers, teacher educators, and researchers to examine the implementation of ICT in teaching and learning and perceive it as a gradual ongoing process of building a new pedagogy tailored to the needs of the 21 st century.
This article explores the effects of Time To Know, a comprehensive technology-rich learning envir... more This article explores the effects of Time To Know, a comprehensive technology-rich learning environment, on low-SES students' learning achievements in Mathematics, Hebrew and English as a Foreign Language (EFL) in Israel. The study is based on the assumption that one of the possible solutions for bridging the social gap can be achieved through narrowing the digital divide, particularly by bringing a 1:1 computing social-constructivist learning environment to the low-SES students. The subjects were 49 5th-grade students from low-SES, who joined a Time To Know program in Israel, and 42 5th-grade students who learned in a traditional setting. Findings indicated that learning with the Time To Know program significantly enhanced students' Mathematics, Hebrew and EFL achievements. In addition, the findings showed that as a result of learning in the Time To Know environment, the knowledge and skills gap between the students was significantly narrowed. This article is based on data collected in an evaluation study conducted by Manny-Ikan, E., & Berger-Tikochonski, T. (2010).
In 2008, an educational organization that works in 60 countries across the world, established a p... more In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community.
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Papers by edith mani