Chais2025_Heb_and_Eng-web

Orit Avdiel, Ina Blau 11E teachers often adopt traditional strategies in emergencies, with low technology integration due to time constraints (Shamir-Inbal et al., 2023) or limited techno-pedagogical knowledge (Velikodna et al., 2023). Additionally, some temporary environments lacked basic teaching and technological infrastructure, consistent with studies highlighting resource absence as a key barrier (Londar & Pietsch, 2023). Nevertheless, there were instances of exposure to techno-pedagogical innovation, primarily facilitated by resources provided by hosting institutions or volunteers who conducted activities or lessons in the temporary learning environments. As one of the teachers described it: "We also have a special room where they go... There is a projector that projects on the floor, and the platform becomes a game." (T.) This finding aligns with research that identifies emergency situations as potential catalysts for pedagogical innovation (Kasperski et al., 2023; Sytnykova et al., 2023). When categorizing the types of technological tools based on Jonassen's model, it is evident that the vast majority of technological use reflected a "learning from technology" process, wherein the source of knowledge represented by the technological tool, remains central, delivering or reinforcing previously shared knowledge. This approach provides students with limited opportunities for exploration or self-expression. However, some instances were identified where the emergency context facilitated constructivist learning experiences, involving both "learning about" and "learning with" technology, largely enabled by volunteer-led activities in the temporary learning spaces. An example of this can be seen in the words of interviewee Y: "This week, a guy came with a huge number of laptops. He conducted an activity... an application I wasn't familiar with: animation, various things not available on every computer. He taught them how to use it. The kids were really excited..." These findings are consistent with previous studies that recognize emergencies as potential catalysts for pedagogical innovation (Kasperski et al., 2023; Sytnykova et al., 2023). Collaboration Between Educators and Among Learners The high frequency of educator collaboration, observed in interviews and observations, stemmed from two main factors: the urgent need for pedagogical and emotional support in established emergency educational settings, and the heavy responsibility of caring for children facing emotional challenges, difficult memories, and unstable living conditions. These needs led educators to seek mutual support. Additionally, during the Iron Swords War, a strong desire to volunteer created a significant pool of personnel, further facilitating collaboration among pedagogical teams. As one of the interviewees described it: "So we're all together in this space: helping each other; there's no ego at all, we're not coming for ourselves, so it's fun. There's always a response from the team when needed." (S.) These findings, which show collaborative learning in temporary environments, stand out and are significant in light of the existing literature. Previous studies emphasize the potential of collaborative learning during emergencies to enhance resilience, reduce disconnection, promote well-being, boost learning motivation, maintain engagement, and improve academic performance (Antonis et al., 2023; Cecchini et al., 2024; Danylchenko-Cherniak, 2023; Mali et al., 2023). However, the relatively high frequency of more basic levels of collaborative strategies aligns with findings from prior research. According to these studies, in times of emergency, teachers tend to integrate lower-level collaborative strategies, mainly due to time constraints and lack of advanced pedagogical knowledge (Shamir-Inbal et al., 2023).