ICT use in education: different uptake and practice in Hebrew-speaking and Arabic-speaking schools in Israel

Closing educational gaps between sub‐populations in Israel, particularly between students in Hebrew‐speaking and Arabic‐speaking schools, persists to be one of the priorities of Israel's education system. In the field of information and communication technology (ICT), this goal refers to infras...

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Bibliographic Details
Published in:Journal of computer assisted learning 2010-12, Vol.26 (6), p.492-506
Main Authors: Nachmias, R., Mioduser, D., Forkosh-Baruch, A.
Format: Article
Language:English
Subjects:
Administrator Attitudes
Allocations
Arabic-speaking schools
Arabs
Coordinators
Cross Cultural Studies
Delivery Systems
Education
Educational Experience
Educational Policy
Educational Practices
Educational Technology
Foreign Countries
Gaps
Grade 8
Hebrew-speaking schools
ICT
implementation
Information systems
Infrastructure
Israel
Learning
Levers
Mathematics Teachers
Performance Factors
Principals
Program Implementation
Questionnaires
Science Teachers
Semitic Languages
Teacher Attitudes
Teachers
Teaching Methods
Technology Uses in Education
Use Studies
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Summary:Closing educational gaps between sub‐populations in Israel, particularly between students in Hebrew‐speaking and Arabic‐speaking schools, persists to be one of the priorities of Israel's education system. In the field of information and communication technology (ICT), this goal refers to infrastructure as well as practice, i.e. teaching and learning. A secondary analysis of Second Information Technology in Education Study 2006 study findings portrays a multifaceted state of affairs on some issues, e.g. vision and goals, attitudes on ICT importance in general and as a lever for paradigmatic change in particular. This is contrary to expectations due to the inequality in allocation (mainly of infrastructure) between the two sectors. Arabic‐speaking mathematics teachers indicate greater ICT usage in their target class, while among science teachers, Hebrew‐speaking teachers report greater usage and influence on their pedagogy, indicating innovative usage. Conclusions suggest that further effort is needed to close the gaps between Hebrew‐ and Arabic‐speaking schools as well as collaboration and exchange of ideas, information and educational experience between staff members from both sectors.
ISSN:0266-4909
1365-2729
DOI:10.1111/j.1365-2729.2010.00374.x