Chais2025_Heb_and_Eng-web

4E 'Together We Will Win' – Innovation and Collaboration in Emergency Teaching in Temporary Learning Spaces temporary emergency learning spaces were gradually established to address their needs. The goal of this study was to examine if and how technological tools were incorporated into teaching and learning processes within these temporary learning spaces for displaced youth. Additionally, the study sought to explore the extent and nature of collaborative teaching and learning processes between instructors and students in these spaces, including levels of collaboration. Literature Review The thoughtful integration of technology in education can enhance teaching and learning in both regular settings (Prasetyo, 2024) and emergencies (Oniskovets, 2023). Research shows that effective technology use in emergencies depends on teachers' techno-pedagogical knowledge (Ovcharuk et al., 2023) and access to suitable technological resources for teachers and students (Londar & Pietsch, 2023). Techno-pedagogical frameworks have been developed to assess the degree, quality, and characteristics of technology integration. The e-CSAMR (e-collaboration and SAMR- Substitution, Augmentation, Modification or Redefinition) framework, for instance, is a conceptual model for evaluating technology's role and quality in education (Shamir-Inbal & Blau, 2021). The e-CSAMR framework builds upon the SAMR model (Puentedura, 2014), which identifies four levels of technology integration : Substitution (replacing analog tools without altering learning processes), Augmentation (enriching learning activities with minor functional improvement), Modification (significant redesign of tasks due to essential technological integration), and Redefinition (redesign of the learning process and creation of challenging learning tasks where students become active learners and content creators). Moreover, the e-CSAMR framework assesses also the level of collaboration that accompanies the use of technology. This model defines three levels of collaboration (Blau, 2011; Salmons, 2008): Information sharing (an exchange of knowledge, skills, or expertise among individuals or communities), Cooperation (division of roles for a joint product, where each participant contributes independently), and Collaboration (the highest level of shared learning, where all participants contribute interactively to improve each other's work and outcomes). To comprehend the pedagogical basis underpinning technology integration in the emergency learning spaces, we utilized Mindtools framework (Jonassen, 2020), which maps types of technology used in teaching and learning according to underlying pedagogical theories: technologies that support behaviorist learning theories (learning from), those aligned with cognitive learning theories (learning about), and those fostering constructivist learning theories (learning with). Research on technology use in emergency teaching context , such as natural disasters, epidemics, or wartimes, shows that teachers often use technology for traditional, teacher-centered methods, reflecting behaviorist approaches and lower pedagogical integration (Shamir-Inbal et al., 2023). This is attributed to time constraints and limited techno-pedagogical knowledge (Jimoyiannis & Koukis, 2023; Ovcharuk et al., 2023). However, some studies suggest emergencies can drive techno-pedagogical innovation, pushing teachers to adapt their methods and leverage technology to meet specific needs (Kasperski et al., 2023; Sytnykova et al., 2023). In emergency settings, teachers frequently confront emotional challenges due to the need to adapt their teaching methods swiftly to changing circumstances, concerns about student welfare, and the impact of the crisis itself (Velykodna et al., 2023; Yang et al., 2023). Peer collaboration