• Noga Magen-Nagar Gordon College of Education Israel


Pedagogic-Technological Innovation (PTI) relates to different practices reflecting the changes in the role of teachers and class students today. PTI aims at preparing students for lifelong learning in the knowledge community. The new national Information and Communication Technology (ICT)Program, called "Adapting the education system to the 21st century" has been implemented in twenty-one schools in Israel that incorporated ICT, intended to generate a pedagogic-technological change.

The aim of the current study was to identify the underlying dimensions of the PTI in Israeli elementary schools, and expose the internal relationships between the attributes of this innovation, as well as the factors involved in this change in the school. 283 teachers in these twenty-one schools evaluated the level of incorporationof the ICT innovation in their schools. The teachers completed two questionnaires that were based on the analytical tools necessary for examining the integrated ICT innovation.A Smallest Space Analysis yielded a two-dimensional solution with a Coefficient of Alienation of 14. The axial facet relates to the factor domain, a well-known area of content in research on pedagogic innovation and ICT incorporated. The second modulating facet distinguishes between class components vs. school organizational components. Implementing PTI within the classroom signifies the most complex level and may be located at the center of PTI change in school. The findings of the analysis highlight the importance of the class environment as "the heart" of any educational activity, without which none of the organizational changes in the schools would have occurred.

Keywords: Pedagogic-TechnologicalInnovation,change in the school,class environment


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