Alona Forkosh-Baruch

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Many educational systems worldwide are putting much work in the assimilation of ICT in schools, fostering significant changes in the processes of instruction and learning. These changes occur in schools at various levels by means of, e.g., the creation of new learning configurations (beyond traditional time and space configurations), the devise of novel(More)
The study reported here is based on the results of two international studies: IEA's Second Information Technology in Education Study (SITES) Module 2, focusing on innovative pedagogical practices at the classroom level, and OECD/CERI Case Studies of ICT and Organizational Innovation, focusing on ICT related innovations at the school system level. In the(More)
Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well(More)
This paper analyzes the factors involved in successful implementation of innovative pedagogical practices using ICT in ten Israeli schools. The research questions addressed are: 1. What is the configuration and intensity level of the various factors involved in the implementation of innovative pedagogical practices using ICT in schools? 2. Can a connection(More)
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?(More)
The study reported here is a secondary analysis of data collected in 10 schools as part of Israel's participation in two international studies: IEA's SITES Module 2, focusing on innovative pedagogical practices at the classroom level, and the OECD/CERI case studies of ICT and organizational innovation, focusing on ICT-related innovations at the school(More)
  • A Baruch, W And Kozminsky,-Goldstein, +6 authors L Kozminsky
  • 2011
This study examines the current state of ICT integration by faculty members in Israeli Colleges of Education using combined quantitative and qualitative research methods. Findings reflect significant progress in ICT implementation in teaching by faculty in comparison to the previous decade: what was perceived then as innovative-using Office tools, online(More)
There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of technology to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different contexts.(More)