Chais2025_Heb_and_Eng-web

Leora Rodrig, Ina Blau, Tamar Shamir-Inbal 15E Proceedings of the 20th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era D. Olenik-Shemesh, I. Blau, N. Geri, A. Caspi, Y. Sidi, Y. Eshet-Alkalai, Y. Kalman, E. Rabin (Eds.), Ra'anana, Israel: The Open University of Israel Teacher Professional Development for Integrating Generative AI in Education: Techno-Pedagogical Competencies, Practical Applications, and Challenges Leora Rodrig The Open University of Israel leorarodrig@gmail.com Ina Blau The Open University of Israel inabl@openu.ac.il Tamar Shamir-Inbal The Open University of Israel tamaris@openu.ac.il פיתוח מקצועי ל מורים לשילוב בינה מלאכותית גנרטיבית בחינוך: מיומנויות טכנו - פדגוגיות, יישומים מעשי ים ואתגרים תמר שמיר - ענבל האוניברסיטה הפתוחה tamaris@openu.ac.il אינה בלאו האוניברסיטה הפתוחה inabl@openu.ac.il ליאורה רודריג האוניברסיטה הפתוחה leorarodrig@gmail.com Abstract This study investigates the integration of Generative Artificial Intelligence (GenAI) in education through a Teacher Professional Development (TPD) framework focused on building techno-pedagogical competencies. The research examines how teachers in Israel integrate GenAI tools into both lesson planning and student engagement, highlighting both benefits and challenges. Drawing on principles of techno pedagogy for effective technology integration in classrooms (Dexter,2005), this study examines the alignment of technological tools with pedagogical goals such as collaboration, prompt crafting and learner-centered approaches. This qualitative research combined semi-structured interviews and analysis of teacher-designed learning activities from 17 educators participating in a 30-hour TPD program yielding 291 analyzed statements across all data sources. Data analysis employed inductive coding, and a deductive approach based on techno-pedagogical frameworks that emphasize technology-enhanced learning design and digital pedagogy competencies. Findings reveal that teachers are extending traditional frameworks by acquiring GenAI-specific skills, including prompt crafting, ethical considerations, and previously unaddressed areas such as source reliability and responsible GenAI use. Teachers demonstrate growing confidence in applying GenAI, though they continue to face significant barriers including infrastructural limitations, restrictive policies, and administrative support variability, complicating GenAI's integration. The study underscores the importance of TPD programs that combine foundational pedagogical strategies with hands-on GenAI experience, equipping teachers with conceptual understanding and practical skills. This approach aims to foster sustainable GenAI literacy, helping teachers create adaptable, student- centered learning environments. Keywords: Generative AI – GenAI, Teacher Professional Development – TPD, Techno-Pedagogical Competencies, GenAI in Education, Crafting Prompts, Educational Technology Integration, GenAI Implementation Challenges.