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This study examines how the leaders of technology integration in educational institutions -school principals and ICT facilitators -assess systemic changes that occurred in their schools. The study collected the data from Israeli elementary schools towards the end of the third and the fourth years of the gradual National ICT program. The research questions explored (1) the predictors of the general school ICT culture and (2) changes over time in the general school ICT culture and its components. An online questionnaire was distributed to all elementary schools in the Northern District and filled out jointly by the school principal and ICT facilitator. A total of 392 questionnaires (91.2 % response rate) were analyzed. The following predictors explained 63 % of variance in general school ICT culture: the percent of teachers who frequently use ICT in lessons, using technology for enhance pedagogy, teachers' digital competence, digital content use, its design by teachers, pedagogical update of class website, school portal update (negative predictor), e-communication within school staff, and teacherparents e-communication. Regarding the impact of time, the results indicated that between the 3rd and 4th years of ICT integration significant changes still occur in the general school ICT culture and most of its components.

The correlation between three conceptions of social presence (seen as 1. a subjective quality of a medium that determines the quality of the communication and perception of others, 2. self-projection onto the group, and 3. identification with the group) and different aspects of perceived learning in online discussion groups were tested. Six hundreds and fifty nine students completed a web-based questionnaire that was distributed via 50 course Websites. Self projection, perception of others and identification with the group correlated positively with each other. They also correlated positively with most aspects of perceived learning. The subjective quality of the medium did not correlate with these conceptions and also did not correlate with any aspects of perceived learning. Thus, social presence may afford learning by setting a convenient climate. Alternatively, it may contribute only to the socioemotional source of perceived learning while leaving cognitive source unaffected.

This study explored teacher experience in leading Emergency Remote Teaching (ERT) in K-12 and conducting blended synchronous and asynchronous instruction during the COVID-19 pandemic. The study’s purpose was to understand the pedagogical, technological, and organizational challenges and benefits of computing-enhanced digital learning environments, and to explore teachers' pedagogical strategies. This study employed a qualitative research paradigm using nation-wide, online samples, which included 133 elementary and secondary school teachers from Hebrew-speaking and Arabic-speaking schools in Israel. Participants were asked to share their perspectives and experiences of ERT through open-ended questions in an online questionnaire. The bottom-up analysis of the data, based on the Grounded Theory approach, yielded 1,822 statements reflecting teachers' perceptions of pedagogical, technological, and organizational challenges (N = 580) and benefits of ERT (N = 827). The analysis also revealed a variety of pedagogical distance learning strategies used by teachers (N = 415). The study raises the need to turn a curse into a blessing by incorporating the experience of remote technology-enhanced learning and online activities into the school agenda on a regular basis. Thus, teachers and students would develop important digital competencies and be prepared for the next emergency event. The implications of our findings for educational theory and practice of educational computing are discussed.

In recent years, school management systems have become an important tool for effective e‐leadership and data‐based decision making. School management systems emphasize information flow and e‐communication between teachers, students and parents. This study examines e‐leadership by secondary‐school principals through the Mashov school management system, implemented in 500 Israeli schools in order to increase school effectiveness. Semistructured interviews were conducted at the end of academic year 2010/2011 with 10 participants: eight secondary‐school principals, a Ministry of Education supervisor, and a director of the school principals' training program. The results indicate that the system provides extensive support for school principals in managing the organization, delegating responsibilities and promoting e‐leadership by teaching staff and, consequently, increases the pedagogical effectiveness of their school. e‐Leadership through the school management system changes the entire school culture. It includes making data‐based decisions; monitoring curriculum implementation and learning performance; interacting with teachers, students and parents; improving the school climate; and raising the level of student and parental involvement. The results are discussed in terms of the islands‐of‐innovation and comprehensive‐innovation models of technology implementation. In order to enhance e‐leadership, we recommend that school principals expand the implementation of school management systems among students and parents, delegate e‐leadership responsibilities and monitor the level of teacher activity within the system.