Bringing Technology into the Classroom One Iteration at a Time

Leah Doryoseph, Micki Zaritsky, Anat Goodman, Ornit Sagy, Yael Kali

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


This design-based research explores professional growth of in-service English teachers in Israel. Participating teachers took part in one of two iterations of a professional development course focusing on the integration of technology in English teaching. Both iterations were designed based on a cognitive apprenticeship approach and the use of the model of Technological, Pedagogical and Content Knowledge (TPACK) as a lens for teachers to implement and evaluate the integration of technology in their own classrooms. The mediating process of reflection has been added to the second iteration in the form of reflective writing. Quantitative analysis of pre -post TPACK questionnaires shows significant improvement of teachers' perceptions in the first iteration. Results of the second iteration confirm and exten d the findings of the first one. The course is a promising model for supporting teachers in developing the capacity for integrating technology into their everyday teaching. (מתוך המאמר‎)
Original languageEnglish
Title of host publicationProceedings of the 11th Chais Conference for the Study of Innovation and Learning Technologies
Subtitle of host publicationLearning in the Technological Era
EditorsYoram Eshet-Alkalai, Ina Blau, Avner Caspi, Nitza Geri, Yoram Kalman, Vered Silber-Varod
Place of PublicationRa'anana
Publisherהאוניברסיטה הפתוחה
Number of pages7
StatePublished - Feb 2016


  • הוראה ולמידה מתוקשבות
  • התפתחות מקצועית -- מורים
  • ידע מקצועי -- מורים
  • שפה אנגלית -- לימוד והוראה


Dive into the research topics of 'Bringing Technology into the Classroom One Iteration at a Time'. Together they form a unique fingerprint.

Cite this