Chais2025_Heb_and_Eng-web

178 ע תמיכת רכזי תקשוב, שמירת שגרת הוראה ומעורבות מורים בלמידה מרחוק במלחמת 'חרבות ברזל' )מאמר קצר( להעמיק בחקר השפעתם של הגורמים שנחקרו על מידת המעורבות של המורים בפעילויות הוראה שונות ועל סוגי התמיכה החיוניים למורים לקיום מיטבי של פעילויות ההוראה. תודות מחקר זה מומן בידי רשות המחקר של המכללה האקדמית לישראל ברמת גן . מקורות Ahmad, A. S., Dănăiaţă, D., & Gavrilă, A. (2022). The role of school managers in the process of using technological means in the learning process during the COVID-19 crisis. Revista de Management Comparat International, 23 (1), 122-135. Avidov-Ungar, O., & Hanin-Itzak, L. (2019). Sense of empowerment among school ICT coordinators: Personal, subject-area, and leadership empowerment. Technology, Knowledge and Learning, 24 , 401-417. Devolder, A., Vanderlinde, R., Van Braak, J., & Tondeur, J. (2010). Identifying multiple roles of ICT coordinators. Computers & Education, 55 (4), 1651-1655. Hadad, S., Shamir-Inbal, T. & Blau, I. (2024). Pedagogical strategies employed in the emergency remote learning environment during the COVID-19 pandemic: The tale of teachers and school ICT coordinators. Learning Environments Research . 1-24 . https://doi.org/10.1007/s10984-023-09487-5 Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach . Guilford publications. Klusmann, B., Trippenzee, M., Fokkens- Bruinsma, M., Sanderman, R., & Schroevers, M. J. (2022). Providing emergency remote teaching: What are teachers , needs and what could have helped them deal with the impact of the COVID-19 pandemic? Teaching and Teacher Education, 118 , 103815. Kim, L. E., & Asbury, K. (2020). 'Like a rug had been pulled from under you': The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90 (4), 1062-1083. König, J., Jäger - Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID -19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43 (4), 608-622. León‐Jariego, J. C., Rodríguez‐Miranda, F. P., & Pozuelos‐Estrada, F. J. (2020). Building the role of ICT coordinators in primary schools: A typology based on task prioritization. British Journal of Educational Technology, 51 (3), 835-852. Luo, Y., Zeng, J., Cao, M., & Wang, X. (2023). Technological transitions in education: The evolving role of teachers and ICT coordinators. International Journal of Educational Technology, 45 (2), 98-115. Rodríguez-Miranda, F. P., Pozuelos- Estrada, F. J., & León - Jariego, J. C. (2014). The role of ICT coordinators: Priority and time dedicated to professional functions. Computers & Education, 72 , 262- 270. Shamir-Inbal, T., Blau, I., & Hadad, S. (2022). Which pedagogical strategies are prevalent in emergency remote teaching? Cross-checking teachers' and ICT coordinators' perspectives. In Society for Information Technology & Teacher Education International Conference (pp. 790-794). Association for the Advancement of Computing in Education (AACE). Theelen, H., van den Beemt, A., & Brok, P. D. (2022). Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: reducing preservice teachers’ anxiety. European journal of teacher education , 45 (2), 230-249. Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology: Challenges and opportunities for teacher education. Educational Technology Research and Development, 69 (1), 27-30. Vidergor, H. E. (2023). The effect of teachers' self-innovativeness on accountability, distance learning self- efficacy, and teaching practices. Computers & Education, 199 , 104777.