Chais2025_Heb_and_Eng-web

10E 'Together We Will Win' – Innovation and Collaboration in Emergency Teaching in Temporary Learning Spaces Table 4. Levels of Collaboration Among Learners Found in Interviews and Observations Level of Collaboration Interviews: N=15 Observations: N=14 Representative Quotation Information Sharing Interviews: 4; 27% Observations: 7; 50% "The thing I missed most was engaging in social and emotional processes in the classroom, more than just working with booklets and similar activities. I was happy when we moved to the tent that allowed student discussions. This is something that will always be important, regardless of the learning method." (Interview, T.) "The instructor used a large screen connected to her laptop to project various photographs, demonstrating and discussing with students the principles of light's impact on photography." (Observation, D.) Cooperation Interviews: 6; 40% Observations: 4; 29% "In a regular classroom, we try to bring in materials, provide time for games, and include board games. We also brought puzzles and some competitive games, to teach them not only social rules but also game rules, such as waiting for their turn." (Interview, K.) "At the beginning of the lesson, the teacher started with a social game. She asked all students to move to the back of the class, where the game took place. Each student took their turn, and the girls have maintained order." (Observation, T.) Collaboration Interviews: 5; 33% Observations: 3; 21% "During this period, they cannot sustain attention for conversation, but they are task-oriented. They respond well to questions. I specify that we are answering questions one, two now, and I allow them to work in groups. They sit and collaborate." (Interview, T.) "After assigned duties were completed by a designated student listed on the classroom roster, the girls prayed. Part of the prayer was recited aloud together, while the rest was silent." (Observation, T.) These findings indicate various levels of learner teamwork, with an emphasis on cooperation and information sharing, while deeper collaborative learning was observed less frequently. Discussion Integration of Technological Tools in Teaching and Learning Processes The findings reveal limited technology integration in teaching and learning processes within temporary educational spaces. Most examples indicate lower levels of integration, where technology did not transform traditional practices. Teachers focused on creating a stable, secure environment rather than advanced technology use. This aligns with literature showing that