פרסומי הסגל – חינוך – הוראה ומחקר

פטום‭, ‬אמתיאז

Digital Textbooks in the Classroom – Challenges and Opportunities

The innovative pedagogy of digital textbooks offers teachers who have used the printed textbooks a new challenge by a facing of using ways of interacting with massively shared, adaptive and dynamic books. Teachers are the key players in the successful implementation of digital textbooks to foster a sensible, balanced solution in the convincing and ambient classroom environment. ICT skills is an essential and central layer of using digital textbooks in learning, teaching, and assessment process, which greatly affects the success of that process (Salman & Fattum, 2013). Despite the technological changes in society and in education, in scenarios of significant changes, we can claim with certainty that some educational resources, although undergoing a profound revolution, have survived, in fact, this is the case of the printed textbooks. Understanding how students learn and how teachers teach, helps and shapes the structures and essence of contemporary textbooks. Intending to stay away from the ״here and now״ trend, which accompanies many government programs to ״force״ systemic changes. On top of that and because of the suspicion that teachers’ answers will be influenced by trend’s inertia of the ICT program and the general sense of everyone in this successful project, we decided to conduct the study far away about 3-4 years from this supposed influencing point on teachers’ responses and reports.

Published

Salman, E., Sharif-Rasslan, A., Fattum, A., & Awad, N. (2019). Digital textbooks in the classroom – challenges and opportunities. In A. D. Navide, S. Koch, & W, Stankowski (Eds.). Theory and practice in education. Science, experience and knowledge. (pp. 340-361). Düsseldorf: Lambert Academic Publishing.

The Impact of Preservice and New Teachers’ Involvement in Simulation Workshop and Their Perceptions about the Concept of Conflict in Education

In the modern world, simulation has become a new phenomenon in education, which conveys new and innovative ideas of curriculum, instruction, and classroom management. It makes certain of Aristotle’s words when he said that ״The things we have to learn before we do them, we must learn by doing them״. One might think that simulation in education is one of these technologies. The study examined preservice and new teachers’ perceptions about the concept of conflict and educational conflict management in a simulation workshop conducted at the Academic Arab College’s Simulation Center in Haifa, Israel.
Simulation provides an alternative real-world experience. As part of our work at the Educational Simulation Center in the Arab Academic College in Haifa, Israel, we examined the performance and contribution of educators who visit the center and participate in educational conflict management simulation workshops.
A mixed methods study was conducted. A total of 237 participants of preservice teachers from diverse professions were divided into 15 groups to examine the research question How does the experience of participating in a simulation workshop affect preservice teachers’ perception about the concept of conflict?
The findings indicate that there is a high degree of satisfaction (more than 90%) among preservice teachers in participating in the workshop. It also indicates a positive and significant change in participants’ perceptions of the concept of conflict and the management of conflict situations.
In light of the study findings, it is recommended that new teachers be exposed to simulation workshops with a variety of scenarios dealing with different conflict situations. This exposure could contribute to their professional development and conduct in a more efficient and convenient manner in schools.

Published

Salman, E., & Fattum, A. (2019). The impact of preservice and new teachers’ involvement in simulation workshop and their perceptions about the concept of conflict in education. Interdisciplinary Journal of e-Skills and Lifelong Learning, 14, 105-120.
DOI https//doi.org/10.28945/4247

The Level of ICT Literacy and Communication in Teaching-Learning and Assessment Processes among Mathematics Teachers

The purpose of the study was to examine the relationship between the level of information, communication and technology (ICT) literacy and communication in teaching-learning and assessment processes, and the attitudes of mathematics teachers toward the integration of ICT into teaching and the characteristics of mathematics teachers in the Arab sector in Israel. A structured mathematics-based questionnaire was distributed to 63 mathematics teachers.
The findings revealed that among mathematics teachers in the Arab sector 1) Gender, age and professional development significantly affected the level of use of ICT literacy in teaching-learning and assessment processes; moreover, novice teachers show higher readiness to integrate ICT in teaching mathematics; 2) The more positive the teachers’ attitudes toward ICT integration in teaching, the more the use of ICT literacy in teaching-learning and assessment processes. In addition, Word processing predicts more than the Spreadsheets (Excel) the cognitive attitudes of the mathematics teachers; 3) The use of office and communication tools influence significantly the pedagogical use of an online environment 43.2% of the variance in using office skills and 52.3% of the variance in using internet skills are explained by attitudes towards ICT. Moreover, 84.3% of the variance in pedagogy in technological environment can be explained by using literacy in office and using internet literacy.

Published

Sharif-Rasslan, A., Salman, E., & Fattum, A. (2019). The level of ICT literacy and communication in teaching-learning and assessment processes among mathematics teachers. In A.D. Navide, S. Koch, & W. Stankowski (Eds.), Theory and Practice in Education. Science, Experience and Knowledge (pp. 150-162). Düsseldorf: Lambert Academic Publishing.

Effectiveness of ICT Integration among East Jerusalem Mathematics Middle School Teachers

The study aims to find out the extent to which the middle school mathematics’ teachers in East Jerusalem schools are familiar with ICT, and to expose the scope of teaching in an online environment among these mathematic teachers, and their attitudes toward ICT use in teaching-learning and assessment process. Also, examine the impact of the research variables (gender, number of professional development courses, age, seniority, school type, computer availability and use, and daily time for computer use) toward ICT and the attitudes of mathematics’ teachers in East Jerusalem schools.
A structured mathematics-based questionnaire was distributed to 102 middle school mathematic teachers (43% males), from East Jerusalem who participated in the current study, and were distributed 70%, 20% and 10% according to the school type Municipal (Israeli ministry of Education), Recognized- unofficial (Palestine Authority), and Private schools (Waqf-sponsored and church schools) respectively.
The findings revealed that there are no significant differences in the use of an online environment in the context of variables gender, school type, age, professional development courses in ICT. Statistically significant differences were found out between the mathematics teachers who have a bachelor’s degree (2.22±0.48), and the teachers who hold a high diploma (2.47±0.38), p<0.001. Moreover, statistical differences were found between teachers with low seniority (less than 11 years) (2.43±0.46) and those with more seniority (more than 12 years) (2.25±0.463), p<0.001. A middle positive correlation was found between the attitudes of East Jerusalem schools’ mathematic teachers towards using ICT in teaching-learning and assessment process in an online environment, r = 0.4, p<0.05.

Published

Sharif-Rasslan, A., Salman, E., & Fattum, A. (2020). Effectiveness of ICT integration among East Jerusalem mathematics middle school teachers. In K. Bory, & D. Nevide (Eds.), Modern Critical Trends in Education. (pp.429-445). Düsseldorf: Lambert Academic Publishing. (ISBN 978-620-3-19548-4).

The Effectiveness of Using Collaborative Distant Online Assignments to Improve Social Connections and Motivation of Preservice Teachers During COVID-19 and Beyond

The study aims to review and analyze the issue of Online distant collaborative assignments and the extent of its impact on pre-service teachers’ motivation and to strengthen the relationships and social interaction between them during the performance of the task. A total of 158 students participated in this study, from different educational academic colleges and from different departments such as Mathematics and sciences.
The study examined the level of academic motivation and the effectiveness of social relations and communication between participants through personal reports from students and their answers to open-ended questions sent to them, in addition to a questionnaire prepared by the researchers. The validity and reliability of the questionnaire were assessed by academic experts in the field. The role and presence of the lecturer in running an online collaborative assignment is perceived as very important by the students in relation to pedagogical, social, organizational and technological aspects.
The findings highlight the importance of running an online collaborative assignment, and the importance of requirements a clarity and division of roles among learners both in the task execution phase and in the plenary presentation stage, to lead learners towards a successful completion of said task. These results highlight the effectiveness of performing collaborative distant tasks, improving social relationships and learning motivation among participants, which are of paramount importance during the period of social distance in the shadow of the COVID-19 pandemic.

Published

Salman, E., Sharif-Rasslan, A., Awad, N., & Fattum, A. (2020). The effectiveness of using collaborative distant online assignments to improve social connections and motivation of preservice teachers during COVID-19 and beyond. In K. Bory, & D. Nevide (Eds.), Modern Critical Trends in Education. (pp.77-100). Düsseldorf: Lambert Academic Publishing. (ISBN 978-620-3-19548-4).