Educational technology policy in Israel

Slakmon, Benzi

doi:10.1080/14681366.2016.1231709

Cited by 12 publications

(6 citation statements)

References 13 publications

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“…However, many schools in developing countries lack the requisite infrastructure to implement sufficient technologies for learning purposes in schools. This has been reiterated by several authors (Cha et al, 2020;Lwoga & Sangeda, 2019;Rana et al, 2019;Slakmon, 2017). Yet policies that allow students to bring personally owned devices are lacking, and in extreme cases restrictive, ultimately leading to a form of a digital divide where student access to technology in schools is significantly less than the access of technology outside schools.…”

Section: Discussion and Recommendationmentioning

confidence: 99%

“…Schools have also begun to popularise the concept (Livas et al, 2019). However, there is limited research on BYOD use in the classroom in secondary schools within developing countries' contexts particularly in sub-Saharan Africa (Slakmon, 2017).…”

Section: Bring Your Own Device (Byod) In the Classroommentioning

confidence: 99%

“…While students, teachers and school administrators might all have different perceptions with regards to ICTs use in the classroom, there seem to be a consensus on their importance in teaching and learning (Dong & Xu, 2021;Espino et al, 2020;Flanigan & Babchuk, 2020;Garcia et al, 2020;Hagge, 2021;Slutsky et al, 2021;Taghizadeh & Yourdshahi, 2020;Walker et al, 2020). Past literature has asserted the positive impact that mobile technologies proffers to student learning (Dolan, 2016;Hughes et al, 2015;Kuznekoff & Titsworth, 2013;Martins & Baptista Nunes, 2016;Raghunath et al, 2018;Slakmon, 2017). Extant literature has also highlighted the cost-saving and ubiquitous nature of modern technology in meeting learners' pervasive educational requirements (Johnson, 2019;Slakmon, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Past literature has asserted the positive impact that mobile technologies proffers to student learning (Dolan, 2016;Hughes et al, 2015;Kuznekoff & Titsworth, 2013;Martins & Baptista Nunes, 2016;Raghunath et al, 2018;Slakmon, 2017). Extant literature has also highlighted the cost-saving and ubiquitous nature of modern technology in meeting learners' pervasive educational requirements (Johnson, 2019;Slakmon, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

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Secondary school teachers’ perceptions of BYOD among learners within the classroom

Mawere¹,

Manjeese²,

Chigada³

2022

SACJ

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The use of personally owned devices among learners has remained a contentious issue in schools across the globe. While several studies have been devoted to explaining the importance of such initiatives, the debate has continued to rage on, with most school authorities imposing a blanket ban on the use of these devices within their premises. In this study, we seek to contribute by examining in-service teachers’ perceptions of the use of personally owned devices in schools within the global south context. The qualitative study explores teachers’ understanding of the usefulness of technology and associated devices such as smartphones in the classroom. The Unified Theory of Use and Acceptance of Technology (UTUAT) was used to draw up a conceptual framework. Purposive sampling was employed to select in-service secondary school teachers who had at some time previously enrolled in an introduction to information technology course at a tertiary institution. Constant comparison analysis and thematic analysis were used to analyse the data from the focus groups. Thirteen thematic areas were drawn from the study and these were framed to support the conceptual framework.

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Section: Discussion and Recommendationmentioning

confidence: 99%

Section: Bring Your Own Device (Byod) In the Classroommentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Secondary school teachers’ perceptions of BYOD among learners within the classroom

Mawere¹,

Manjeese²,

Chigada³

2022

SACJ

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“…Mas isto não é exclusividade do Brasil, vários trabalhos têm apontado esta mesma situação em outros países sobre este assunto, como por exemplo o estudo de Slakmon [10], o qual examina as políticas de tecnologias educacionais em Israel. O estudo mostra as formas como vem sendo desenvolvidas estas políticas e identifica as mudanças ocorridas nos últimos anos.…”

Section: Políticas Públicas E Formação De Professoresunclassified

A formação continuada no processo de atualização de professores de física: Formação para o Software Tracker

Ortiz¹,

Krause²,

Santos³

2019

TEyET

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No estudo da Física a utilização de produtos tecnológicos gera novas formas de conhecimento e agem como um facilitador na superação de dificuldades de aprendizagem dos estudantes. Todavia, para o sucesso do uso de ferramentas tecnológicas nesse processo, faz-se necessário que os professores tenham conhecimentos e se apropriem dessas tecnologias. O presente artigo apresenta os resultados de um trabalho desenvolvido junto aos professores que atuam no ensino de Física nos onze municípios pertencentes à área de abrangência da 32ª Coordenadoria Regional de Educação (32ª CRE). Nele, procurou-se averiguar as dificuldades enfrentadas por eles para a utilização das Tecnologias da Informação e Comunicação (TIC) em sala de aula e oferecemos um minicurso em que exploramos as potencialidades do software Tracker para o ensino da Física no ensino médio. O objetivo proposto foi atingido, pois a formação continuada despertou nos professores a vontade de utilização do Tracker em suas aulas e também gerou um material auxiliar para o estudo do Tracker servindo como um suporte técnico/pedagógico na sua utilização. AbstractIn the study of physics the use of technological products generates new forms of knowledge and acts as a facilitator in overcoming students' learning difficulties. However, for the success of the use of technological tools in this process, it is necessary that teachers have knowledge and take possession of such technologies. The present article presents the results of a work developed with teachers who work in physics teaching in the eleven cities belonging to the 32nd Regional Education Coordination area (32nd CRE). In it, we tried to find out the difficulties they faced in using Information and Communication Technologies (ICT) in the classroom and offered a minicourse where we explored the potential of Tracker software on Physics teaching in high school. The proposed objective was reached because the continuous training aroused -in teachers -the willingness to use Tracker in their classes and also generated an auxiliary material for the study of Tracker serving as a technical / pedagogical support in its own use.

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The Policy Process: Implementation of Education Policy

Berkovich

2021

Education Policy, Theories, and Trends in the 21st Century

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Educational technology policy in Israel

Cited by 12 publications

References 13 publications

Secondary school teachers’ perceptions of BYOD among learners within the classroom

Secondary school teachers’ perceptions of BYOD among learners within the classroom

A formação continuada no processo de atualização de professores de física: Formação para o Software Tracker

The Policy Process: Implementation of Education Policy

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