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Aim/PurposeThe current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games.Changing the Learning Environment 62 reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers' perception of the learners. Recommendations for PractitionersTeacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for ResearchersFuture studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment.Impact on Society Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future ResearchA larger study with a greater number of participants, including a control group, should be conducted.

The present study examines teachers' perceptions of organizational changes in their elementary schools. These changes occurred following the implementation of a long-term comprehensive school improvement project (CSIP). One hundred and seventy one teachers who taught in six elementary schools located in two different school districts in Israel responded to a questionnaire both before and after a period of 3 years during which they participated in a CSIP. The teachers, assisted by six professional consultants, one in each school, studied cooperative learning as well as new forms of collaborative staff work. The study addressed two primary research questions: What changes in teachers' perceptions of their schools' organizational culture emerged from teachers' participation in the project? How were the professional relationships between the schools' supervisors and the teachers in the two districts reflected in the teachers' perception of school organizational changes? Results indicated that teachers in three schools from one district recorded a significant improvement in their perceptions of their schools' organizational culture at the end of the project, whereas the teachers from the other district indicated either no change, or a significant decline in their evaluation of their schools' organizational culture. A crossvalidation of the teachers' data was performed through a content analysis of 500 reports written over the course of 2 years, submitted by six external consultants. The analysis yielded four categories: general difficulties to work with the school's staff, problems implementing the project, teacher resistance, and cancellations of planned meetings. The analysis provided valuable information as to why the teachers from the two districts differed in their reactions to the project.

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