Chais2025_Heb_and_Eng-web

6E 'Together We Will Win' – Innovation and Collaboration in Emergency Teaching in Temporary Learning Spaces Methodology This research utilizes a multiple case study approach (Yin, 2018) based on the principles of the mixed methods approach (Creswell, 2021). The findings of this research crosscheck the self- report data from 10 interviews with analysis of actual participants' behavior in temporary emergency learning environments in 5 observations. The analysis was conducted on the level of categories (rather than individual participant/observation level). The unit of analysis in the interviews was a statement (rather than a participant). The analysis was not exclusive; that is, the same statement could belong to several categories. The current sample included eight female teachers and two male teachers, with professional experience ranging from two to thirty years. The interviewees were homeroom and subject-matter teachers who specialized on one or more of the core discipline: language, math, or English as a second language. They taught in temporary settings that served students from both the public and religious public education systems, across elementary, middle, or high-school levels. The observations were also conducted in diverse temporary settings serving students from the public and religious public education systems at all grade levels. The analysis of interviews and observations was conducted using two types of coding: (1) Bottom-up coding - The collected data underwent thematic analysis (Braun & Clarke, 2006, 2019), through which we developed categories based on recurring themes and patterns. (2) Top- down coding - Coding into categories aligned with the elements of the theoretical frameworks described in the literature review: the e-CSAMR framework (Shamir-Inbal & Blau, 2021), which explores levels of technology sophistication and collaboration among the participants, as well as Mindtools framework (Jonassen, 2020), which maps technological tools according to the underlying learning theories behind their integration. Findings Integration of Technological Tools in Teaching and Learning Processes The first research question explored whether technological tools were integrated into the teaching and learning processes in the temporary learning spaces, the level of integration, and the types of tools used. Table 1 shows the number and percentage of statements for each level of technology integration (e-CSAMR model), including representative quotes from interviews and observations.