Models of pedagogical implementation of ICT in Israeli schools

The paper analyses the data collected in 10 schools in Israel which have incorporated ICT in unique ways and have succeeded in devising innovative classroom pedagogies and changes in teachers and students roles and outcomes. The major research questions addressed are: What levels of innovation were...

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Bibliographic Details
Published in:Journal of computer assisted learning 2002-12, Vol.18 (4), p.405-414
Main Authors: Mioduser, D., Nachmias, R., Tubin, D., Forkosh-Baruch, A.
Format: Article
Language:English
Subjects:
Analysis schema
Biological and medical sciences
Case Studies
Case study
Change Strategies
Computer
Correlation
Data Analysis
Educational Environment
Educational Innovation
Educational psychology
Educational Technology
Elementary Secondary Education
Fundamental and applied biological sciences. Psychology
ICT usage
Information Technology
Innovation
Instructional Innovation
Israel
Learning Processes
Outcomes of Education
Pedagogy
Primary
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Schools
Secondary
Student Role
Teacher Role
Teaching Methods
Technology Implementation
Technology Uses in Education
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Summary:The paper analyses the data collected in 10 schools in Israel which have incorporated ICT in unique ways and have succeeded in devising innovative classroom pedagogies and changes in teachers and students roles and outcomes. The major research questions addressed are: What levels of innovation were observed in the participant schools, and in which domains? How did the level of innovation in the various domains vary among and within schools? What correlation patterns among levels of innovation in the various domains can be identified? The data were analysed by mean of the innovation analysis schema developed for characterising ICT‐based educational innovations. The findings indicate that most schools were in a transition stage towards fully innovative pedagogical implementation; school activities were effected differentially by ICT, thus creating ‘islands of innovation’; these islands however, have the potential to pull forward other areas of activity and people in the school; the domains most affected by ICT were the school's digital space, the didactic solutions implemented and the students' roles and outcomes.
ISSN:0266-4909
1365-2729
DOI:10.1046/j.0266-4909.2002.00252.doc.x