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Dr. Tamar Shamir-Inbal

Hebrew
Dr. Tamar Shamir-Inbal
Contact Info

The Open University of Israel 1 University Road, P. O. Box 808, Raanana 4353701
Office:972-9-778-2254 Email:tamaris@openu.ac.il

Additional Information

Google scholar page​

Areas of Interest
  • Implementation of innovative technologies in teaching learning and assessment processes
  • Teachers' professional development to promote active and collaborative teaching
  • Instructional designer for enhancing digital pedagogy
  • Technological innovations in learning and teaching in academia and K-12
  • E-collaboration learning
  • Digital literacy competencies and 21st century skills
  • Design of digital learning materials

Dr. Tamar Shamir-Inbal ( Ph.D.) is a teaching staff member and lecturer in three graduate courses in the Department of Education and Psychology at the Open University of Israel. Her research focuses on techno-pedagogical issues and how to use these technologies in order to enhance learning. In addition, her research focuses on teaching, training, and assessment processes related to digital learning in K-12 and academic education. Dr. Shamir Inbal supervises graduate students in their Master’s degree. In addition, she has led and participated in several national level research grants.

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2009
PH.D. - Technion – The Israeli Institute of Technology. Dept. of Education in Science and Technology. Advisor: Prof Yael Kali​​
1999
M.A. - Tel-Aviv University, School of Education. Advisor: Prof Rafi Nachmias​
1991
B.Ed - Kibbutzim College of Education, Technology and the Arts​
2012-present
Teaching staff member - Department of Education and Psychology, The Open University of Israel ​
2017-2019
Lecturer (Adjunct Faculty) Dept. of Teaching, Braude College, Karmiel​
2012-2013
Lecturer (Adjunct Faculty) Levinsky College of Education
2010-2012
Lecturer (Adjunct Faculty) Department of Information and Knowledge Management, Graduate Faculty of Management, University of Haifa
2005-2008
Tutor, Technion – The Israeli Institute of Technology. Dept. of Education in Science and Technology​

2018-present - Qualitative Research in Education (M.A. course), Open University- Coordinating, Teaching​

2014-present - From Information to Knowledge: From Information Searching to Knowledge Construction (M.A. course), Open University- Coordinating, Teaching​

2013- present - Learning and Education in the Information Society (M.A. course), Open University- Coordinating, Teaching

2012-2013 - Technology and Learning (M.A.), Open University- Teaching​

2017-2019 - Teaching Theory- Lecturer Teaching Certificate, (Adjunct Faculty), Braude Academic College​

2012-2013 - Website as learning supported – B.A, Lecturer (Adjunct Faculty), Levinsky College of Education​

2010-2012 - Theory and practice in ICT implementation – M.A, Lecturer (Adjunct Faculty), University of Haifa

2005-2008 - Philosophy of Education- Tutor, Technion​

2019- Present
Examiner, Final Exam for M.A. in in Educational Technologies and Learning Systems. The Open University of Israel​
2020- Present
Member, the sub-committee of the Department of Education and Psychology, The Open University of Israel
2019-Present
Member , the Committee of the Master's Degree in Education: Technologies and Learning Systems
2017-Present
Member of the program committee, The Knowledge Management Conference-KM, The Open University of Israel​
2021
Best research Idea award,
International Institute for Applied Knowledge Management-IIAKM​
2020
Best research Idea award,
International Institute for Applied Knowledge Management-IIAKM ​
2019
The Open University award for initiatives and renewal in teaching, 
Scholarship for Excellency, the Dean of Academic Studies ​
2018
Fellow and Distinguished Scholar award, 
International Institute for Applied Knowledge Management-IIAKM ​
2009
Best research, Chais Conference participation award, The Open University​
2007
Kaplan Award- Technion – scholarship for excellence in advanced degrees
1999
Graduated with honor, From the Department of Curriculum Development, Tel Aviv University​
2018-2019
Lecturer -Teacher Professional Development Course for ICT leaders. The Open University​
2000-2019
Lecturer - Teacher Professional Development Courses, Atid Network, Open University, Haifa University ​
2010-2017
Supervisor- ICT Professional Development, Ministry of Education, North Department​
2000-2017
Teachers' Mentor- ICT Training Programs and Instructor, Ministry of Education, North Department ​
2010-2013
Supervisor - school principals programs, adapting education system to the 21st century, Ministry of Education, North Department​
2016- Present
International Institute for Applied Knowledge Management- IIAKM​
2016- Present
Research group member, TEL Design Team, LINKS -Learning in a Networked Society, the Israeli Center of Research, University of Haifa​

Liron Levy- Nadav (M.A. thesis). The implications of using artificial intelligence on lesson planning, teaching processes and the development of digital skills (With Prof. Ina Blau, 2024)

Keren Kalimi (M.A. thesis). Examining a visual programming platform – Scratch - as promoting computational thinking and creativity among female and male elementary and middle school students. (With Prof. Ina Blau, in progress)​

Lior Friedman Astemker (M.A. thesis). Technology-Enhanced Teaching Strategies: Face-to-Face versus Online Teacher Training in the "Hotam" Program. (With Prof. Ina Blau, 2023)​

Talia Or Griff (M.A. thesis). Professional training through simulations in 3D Virtual Worlds to increase collaboration among MDA- first aid medical crews. (With Prof. Ina Blau, 2023)​

Aviv Zemah (M.A. thesis). Students participation in discussions on controversial issues in citizenship lessons held face-to-face compared to synchronous lessons. (With Prof. Ina Blau, 2021)​

Esti Shwartz (M.A. thesis). The role of teaching and learning culture in integrating technology into Hebrew language lessons in elementary schools in Jewish Diaspora. (With Prof. Ina Blau, 2021)​

Moran Klein Peleg (M.A. thesis). Developing the core competences of digital literacy in language arts: Comparing the role of teachers and teaching strategies in Hebrew-speaking versus Arabic-speaking schools. (With Prof. Ina Blau, 2021)​

Gali Cohen (M.A. thesis). The Contribution of Annotations in Hyper-Video Environment to Active Personal and Collaborative Learning Processes from the Perspective of Undergraduate and Graduate Students and Lecturers. (With Prof. Ina Blau, 2020)​

Avital Kesler (MA thesis). Creative computing as a method of teaching and learning: Designing digital artifacts in Scratch platform in elementary and middle schools. (With Prof. Ina Blau, 2019).​

Tamar Rosmarin (M.A. thesis). Learning with cloud computing: The implications of integrating one-to-one netbooks (Chromebooks) on teaching methods, class management, and digital literacy skills of students in an elementary school. (With Prof. Ina Blau, 2018).​

Tomer Loubaton (M.A. thesis). Self-regulated learning in professional development of ICT coordinators and school facilitators. (With Prof. Ina Blau, 2018).​

Orit Avdiel (M.A. thesis). Development of socio-emotional digital literacy of students through collaborative learning activities. (With Prof. Ina Blau, 2017).

Ronen Grinberg (M.A. thesis) ICT in elementary schools: The degree and quality of implementation. (With Prof. Ina Blau, 2016). ​

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Shamir-Inbal, T. & Blau, I. (2022). "Student Voice" in the academia: How design of technology-integrated teaching, learning, and assessment encourages listening to students voice? In A. Cohen, G. Ravid, R. Blonder, A. Forkush-Baruch, H. Meishar-Tal, M. Shenfeld, E. Shmueli (Eds.), Learning technologies in the Israeli higher education. MEITAL academic press.

Shamir-Inbal, T. & Kali, Y. (2011). A systemic model for assimilating online technologies into school culture In: ICT, Learning and Teaching. Published by the Center of Academic Studies - Or Yehuda. Gila Kurtz and David Chen (Eds.), Pp. 371-400.​

Shamir-Inbal, T.,Avidov-Ungar, O., Hadad, S., & Blau, I. (2024). Characteristics and effectiveness of formal and informal teacher professional development for remote teaching of educators in different career stages. Research and Practice in Technology Enhanced Learning, 20:21 doi: https://doi.org/10.58459/rptel.2025.20021

Hadad, S., Shamir-Inbal, T. & Blau, I. (2024). Pedagogical strategies employed in the Emergency Remote Learning Environment during the COVID-19 pandemic: The tale of teachers and school ICT coordinators. Learning Environments Research. https://doi.org/10.1007/s10984-023-09487-5

Schwartz, E., Shamir-Inbal, T., & Blau, I. (2023). Teacher Prototypes in Technology-Enhanced Instruction in Elementary School Second Language Acquisition: Comparing Routine and Emergency Learning in Different Cultures. Computers and Education Open, 100155. https://doi.org/10.1016/j.caeo.2023.100155

Sidi, Y., Shamir-Inbal, T., Eshet-Alkalai, Y.(2023). From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic. Computers & Education, Volume 201, https://doi.org/10.1016/j.compedu.2023.104831.

Shamir-Inbal, T., Or-Griff, T., Blau, I. (2023). The Added Value of Simulations in 3D Virtual Worlds for Professional Training of First Aid Medical Teams. In: Viberg, O., Jivet, I., Muñoz-Merino, P., Perifanou, M., Papathoma, T. (eds) Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200. Springer, Cham. https://doi.org/10.1007/978-3-031-42682-7_56.

Shamir-Inbal, T., Schwartz, E., & Blau, I. (2023). What are the pedagogical characteristics of elementary emergency e-learning? Crosschecking learning activities’ analysis with perspectives of teachers, students and parents. Research and Practice in Technology Enhanced Learning, Vol. 18. doi: https://doi.org/10.58459/rptel.2023.18038

Avidov-Ungar, O., Hadad, S., Shamir-Inbal, T., & Blau, I. (2023) Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages. Professional Development in Education. DOI: 10.1080/19415257.2023.2174163

Sidi, Y., Blau, I., & Shamir-Inbal, T. (2022). Mapping active and collaborative learning in higher education through annotations in hyper-video by learning analytics. Journal of Computer Assisted Learning. doi:  https://doi.org/10.1111/jcal.12714 

Kesler, A., Shamir-Inbal, T., & Blau, I. (2021). Active learning by visual programming: Pedagogical perspectives of instructivist and constructivist code teachers and their implications on actual teaching strategies and students’ programming artifacts. Journal of Educational Computing Research. https://doi.org/10.1177/07356331211017793​.

Blau, I. & Shamir-Inbal, T. (2021). Writing private and shared annotations and lurking in Annoto hyper-video in academia: Insights from learning analytics, content analysis, and interviews with lecturers and students. Educational Technology Research and Development. https://doi.org/10.1007/s11423-021-09984-5​.

Shamir-Inbal, T. & Blau, I. (2021). Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e-CSAMR framework. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12526​.

Shamir-Inbal, T. & Blau, I. (2021). Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic: Blessing or curse? Journal of Educational Computing Research. https://doi.org/10.1177/0735633121992781​.

Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?. The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722​.

Blau, I., Shamir-Inbal, T. & Hadad, S. (2020). Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators’ leadership experience, students’ collaboration skills, and sustainability​. Journal of Computer Assisted Learning. 36(5), 672-687.

Hadad, S., Shamir-Inbal, T., Blau, I., Leykin, E. (2020). Professional development of code and robotics teachers through Small Private Online Course (SPOC): Teacher centrality and pedagogical strategies to promote computational thinking of students. Journal of Educational Computing Research, https://doi.org/10.1177/0735633120973432.

Avidov-Ungar, O., Shamir-Inbal, T. & Blau, I. (2020). Typology of digital leadership roles tasked with integrating new technologies into teaching: Insights from metaphor analysis. Journal of Research on Technology in Education, 1-16. https://doi.org/10.1080/15391523.2020.1809035​.

Shamir-Inbal, T. & Blau, I. (2020). Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning. Professional Development in Education, 1-17. https://doi.org/10.1080/19415257.2020.1763434​.

Blau, I., & Shamir-Inbal, T. (2018). Digital technologies for promoting “student voice” and co-creating learning experience in an academic course​. Instructional Science, 46(2), 315-336.

Blau, I., Grinberg, R., & Shamir-Inbal, T. (2018). Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders​. Computers in the Schools, 35(1), 32-44.

Blau, I., & Shamir-Inbal, T. (2017). Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders​. Education and Information Technologies, 22(3), 769-787.

Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation​. Computers & Education, 115, 69-81.

Shamir-Inbal, T., & Blau, I. (2017). Which pedagogical parameters predict the general quality of ICT integration from the perspective of elementary school leaders?​. Computers in the Schools, 34(3), 168-191.

Avidov-Ungar, O. & Shmir-Inbal, T. (2017). ICT Coordinators’ TPACK-based Leadership Knowledge in their Roles as Agents of Change​. Journal of Information Technology Education. 16 , 2017, 169-188.

Shamir-Inbal, T. & Blau, I. (2016). Developing Digital Wisdom by students and teachers: The impact of integrating tablet computers on learning and pedagogy in an elementary school. Journal of Educational Computing Research. 54(7), 967-996.

Blau, I. & Shamir-Inbal, T. (2016). Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders​. Education and Information Technologies, 1-19. DOI: 10.1007/s10639-015-9456-7.

Magen-Nagar, N. , & Shamir-Inbal, T. (2014). National ICT Program- A Lever to Change Teachers' Work​. American Journal of Educational Research, 2(9), 727-734.

Avidov-Ungar, O. & Shmir-Inbal, T. (2013). Empowerment Patterns of Leaders in ICT and School Strengths followingthe Implementation of National ICT Reform. Journal of Information Technology Education: Innovations in Practice. 12, 141-158.

Shamir-Inbal,T., Dayan,J., & Kali, Y.(2009). Assimilating Online Technologies into School Culture. Interdisciplinary Journal of E-Learning and Learning Objects 5(1), 307-334.

Shamir-Inbal, T., & Kali, Y. (2009). Teachers as designers of online activities: The role of socio-constructivist pedagogies in sustaining implementation​. Design Principles & Practices: An International Journal. 3(1), 89-100.

Weiser., o, Shamir-Inbal., T, Blau. (2022). Does Peer Assessment Meet the Quality Requirements​? In Learning in the Digital Era . Ra'anana, Israel: The Open University of Israel. (pp. 13-23).

Hadad, S., Avidov-Ungar., O., Shamir-Inbal, T., & Blau, I. (2022). Professional Development Processes of Teachers at Different Career Stages and at Different Phases of the COVID-19 Pandemic​. In Learning in the Digital Era (pp. 24-35). Ra'anana, Israel: The Open University of Israel.

Schwartz., E, Shamir-Inbal., T, Blau., I. (2022). Characteristics of Digital Learning in Israeli Primary Schools during Emergency Times​. In Learning in the Digital Era . Ra'anana, Israel: The Open University of Israel. (pp. 94-105).

Schwartz., E, Shamir-Inbal., T, Blau., I. (2022). Digital Instruction in Primary Schools in the Diaspora: Characteristics of Routine and Emergency Learning.​ ? In Learning in the Digital Era . Ra'anana, Israel: The Open University of Israel. (pp. 177-186).

Hadad, S., Shamir-Inbal, T., & Blau, I. (2021). Teacher as a Designer, Coordinator as a Supporter: The Role of Teachers and ICT Coordinators in Emergency Remote Teaching, ERT, during the COVID-19 Pandemic Lockdown​. In Learning in the Digital Era (pp. 61-68). Ra'anana, Israel: The Open University of Israel.

Hadad, S., Shamir-Inbal, T., Blau, I., & Leykin, E. (2021). Distance Teacher Training: Small Private Online Course (SPOC) for Teacher Professional Development (TPD) in Educational Coding and Robotics (ECR) - Benefits and Challenges​. In Learning in the Digital Era (pp. 53-60). Ra'anana, Israel: The Open University of Israel.

Shamir-Inbal, T. & Blau, I. (2021). Facilitating Emergency Remote Teaching during COVID-19 Pandemic​. In Learning in the Digital Era (pp. 162-172). Ra'anana, Israel: The Open University of Israel.

Hadad, S., Shamir-Inbal, T., & Blau, I. (2021). What Predicts Authentic Teaching During the COVID-19 Lockdown? Emergency Remote Teaching Strategies among Elementary and Middle School Teachers in Hebrew-speaking and Arabic-speaking Sectors​. In Learning in the Digital Era (pp. 187-194). Ra'anana, Israel: The Open University of Israel.

Kesler, A., Shamir-Inbal, T., & Blau, I. (2020). Age or policy: What are the implications of students' age, teaching goals, and type of assessment on the quality of visual programming artifacts in elementary and middle schools? In I. Blau, A. Caspi, Y. Eshet-Alkalai, N. Geri, Y. Kalman, S. Etgar, & T. Lauterman, (Eds.), Learning in the Digital Era (pp. 122-132). Ra'anana, Israel: The Open University of Israel.

Malka, A., Blau, I., Shamir-Inbal, T. (2019). Teaching digital literacy in the education system: The gap between interviews and observations, and between perspectives and performance. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & S. Etgar (Eds.), Learning in the technological era (pp. 57-66). Ra'anana, Israel: The Open University of Israel.

Kesler, A., Shamir-Inbal, T., & Blau, I. (2019). To compute or to create? This is the question! Examining creative programming artifacts on the Scratch platform in relation to pedagogical perspectives of code and robotics' teachers. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp. 92-100). Ra'anana, Israel: The Open University of Israel.

Avdiel, O., Shamir-Inbal, T., & Blau, I. (2018). Distant immediacy: Online collaborative learning to promote listening to student voice, self-regulated learning and students' perceived learning in an academic course. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp. 121-129). Ra'anana, Israel: The Open University of Israel.

Kesler, A., Shamir-Inbal, T., & Blau, I. (2018). Who is teaching creative computing? Teaching strategies of code and robotics' teachers as reflecting instructivist and constructivist pedagogy​. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp. 147-157). Ra'anana, Israel: The Open University of Israel.

Yondler, Y., Moyal, M., Malka, A., Blau, I., Ben-Yehudah, G., Eshet-Alkalai, Y., Shamir-Inbal, T. (2018). The “Four Sons”: Prototypes and models of optimal teaching of digital literacy skills. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp. 71-84). Ra'anana, Israel: The Open University of Israel.

Blau, I., Shamir-Inbal, T., & Yarkoni, R. (2018). Private and shared annotations in Annoto: Insights about active participation and lurking from content analysis and learning analytics of hyper-video environment in academia. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp. 22-33). Ra'anana, Israel: The Open University of Israel.

Grinberg, R., Shamir-Inbal, T., & Blau, I. (2017). Metaphors of Learning and of Digital Learning: The Insights of School ICT Leaders. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp. 91-98). Ra'anana, Israel: The Open University of Israel.

Rosmarin, T., Shamir-Inbal, T., & Blau, I. (2017). What are the Implications of Integrating One-to-one Computing with Network Laptops (Chromebooks) on Students' Digital Literacy Skills? In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp. 201-210). Ra'anana, Israel: The Open University of Israel.

Shamir-Inbal, T. & Blau, I. (2017). Promoting digital wisdom through partnership of students in pedagogical design of an academic course. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp. 211-218). Ra'anana, Israel: The Open University of Israel.

Shamir-Inbal, T. & Blau, I. (2016). "Flipped classroom" at the Open University? Self-regulated individual and collaborative learning in an academic course​. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod, (Eds.), Learning in the technological era (pp.226-233). Ra'anana, Israel: The Open University of Israel. [in Hebrew].

Shamir-Inbal, T. & Blau, I. (2013). Tablets in elementary school: Is the technology ready for pedagogical innovation? In Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, & Y. Yair (Eds.), Learning in the technological era (pp. 208-215). Ra'anana, Israel: The Open University of Israel. Related article in Globes.

Shamir-Inbal, T. & Kali, Y. (2009). Assimilation of Online Culture​. In Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, & Y. Yair (Eds.), Learning in the Technological Era (pp. 56-64). Ra'anana, Israel: Open University of Israel.

Forkosh-Baruch, A., Blau, I., Shamir inbal, T., Avidov-Ungar , O. (2024). Training Digital Leaders in Teacher Education: Challenges and Opportunities. 16th International Conference on Education and New Learning Technologies. 1-3 July, 2024. Palma, Spain. Doi: 10.21125/edulearn.2024.0641

Shamir Inbal, T., Levi, L., Blau, I. (2024). The use of artificial intelligence to promote changes in teaching and learning processes. 16th International Conference on Education and New Learning Technologies. 1-3 July, 2024. Palma, Spain. doi: 10.21125/edulearn.2024.0064

 Shamir-Inbal, T., Weiser, O., Blau, I. (2022). What is the difference between peer assessment and an objectiv external assessment in an academic course? Paper presented at the KM2022 Conference- Knowledge Management: Research, Organization, and Applied Innovation. Ljubljana, Slovenia. P-31

Shamir Inbal, T., Blau, I. & Hadad, S. (2022). Which Pedagogical Strategies are Prevalent in Emergency Remote Teaching? Crosschecking Teachers and ICT Coordinators' Perspectives. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 692-696). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 5, 2022 from https://www.learntechlib.org/primary/p/220814/.

Blau, I., Shamir-Inbal, T. & Kesler, A. (2022). How Instructivist versus Constructivist Pedagogical Perspectives of Code Teachers Affect Visual Programming Artifacts of Students?. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1102-1107). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2022 from https://www.learntechlib.org/primary/p/221423/.�

Avidov-Ungar, O., Hadad, S., Shamir-Inbal, T. & Blau, i. (2022). Professional Development Processes of Teachers in Different Career Stages and in Different Covid-19 Pandemic Periods. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 312-318). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 5, 2022 from https://www.learntechlib.org/primary/p/220754/. 

Blau, I., Shamir-Inbal, T & Leykin, E. (2020). How to train for making and tinkering in formal education? Professional development of code and robotics teachers through MOOC to promote self-regulated learning. Paper presented at the Knowledge Management Conference-KM2020- Knowledge Management: Research, Organization, and Applied Innovation. Lisbon, Portugal.

Shamir-Inbal, T., Blau, I., & Hadad, S. (2020). Collaborative Learning between Schools in order to Promote Sustainability of Digital Innovation within School Culture. Paper presented at the Knowledge Management Conference-KM2020- Knowledge Management: Research, Organization, and Applied Innovation. Lisbon, Portugal.

Shamir-Inbal, T., Blau, I., & Loubaton. T. (2019). Online self-regulated learning of ICT leaders in a professional development process. Paper presented at the Knowledge Management Conference-KM2019- Knowledge Management: Research, Organization, and Applied Innovation. Warsaw, Poland.

Blau, I. & Shamir-Inbal, T. (2019). Hyper-video annotations: Learning analytics, content analysis, and lecturers and students' interviews. In Proceedings of the 18th Biennial EARLI 2019 Conference for Research on Learning and Instruction. Aachen, Germany.

Kesler, A., Blau, I., & Shamir-Inbal. T. (2019). Innovation begins outside teachers' comfort zone: Scratch visual programing to promote pedagogy - a tale of code teachers. In Proceedings of the 12th Annual International Conference of Education, Research and Innovation – ICERI. Seville, Spain.

Sidi, Y., Blau, I., & Shamir-Inbal, T. (2019). Mapping Active and Collaborative Learning through Annotations in Hyper-Video in Higher Education by Learning Analytics. In Proceedings of AERA 2019 Annual Meeting: Leveraging education research in a "post-truth" era: Multimodal narratives to democratize evidence. Toronto, Canada.

Shamir-Inbal, T., Blau, I., & Rozmarin. T. (2018). Which digital literacy skills of elementary school students can be promoted by one-to-one computing with Chromebooks? Paper presented at the Knowledge Management Conference-KM2018- Knowledge Management: Research, Organization, and Applied Innovation. Pisa, Italy.

Blau, I., Shamir-Inbal, T. & Kesler. A. (2018). Teaching creative computing for developing computational thinking in elementary and secondary schools: Comparing instructivist and constructivist strategies of code teachers. Paper presented at the Knowledge Management Conference-KM2018- Knowledge Management: Research, Organization, and Applied Innovation. Pisa, Italy.

Shamir-Inbal, T., Blau, I., & Avdiel, O. (2018). Developing digital literacies in academia through collaborative learning activities and interactions in a learning community. Paper presented at the AERA (American Educational Research Association) 2018 Annual Meeting: The dreams, possibilities, and necessity of public education. New York, USA

Shamir-Inbal, T., Blau, I., & Yarkoni, R. (2018). Between active and passive, personal and collaborative: Insights from interviews with lecturers and students on active learning in higher education through annotations in the "Annoto" hyper-video environment. In Proceedings of the 18th Annual MEITAL National Conference 2018: New technologies and in teaching and learning in higher education. Jerusalem, Israel: The Hebrew University of Jerusalem.

Shamir-Inbal, T. & Blau, I. (2017). Promoting digital wisdom through involvement of students in pedagogical design of an academic course. Paper presented at the 17th Biennial EARLI 2017 Conference for Research on Learning and Instruction. Tampere, Finland.

Shamir-Inbal, T. & Blau, I. (2017). Promoting digital wisdom through student involvement in the pedagogical design of an academic course. In Proceedings of the sixth conference "Initiatives to Promote Learning in Higher Education" (p. 22). Karmiel, Israel: Ort Braude College of Engineering.

Avdiel, O., Shamir-Inbal, T., & Blau, I. (2017). Developing digital literacy skills, promoting online collaboration and coping with the sense of ownership in learning in academia. Presented at the 15th Annual National Conference of MEITAL "Technology-Enhanced Learning and Teaching in Higher Education: Directions and Trends". Haifa, Israel: University of Haifa.

Shamir-Inbal, T. & Blau, I. (2016). Digital literacy skills and the challenge of collaborative culture in higher education: From individual psychological ownership to co-ownership. Paper presented at the 8th International Technology, Education and Development Conference - INTED2016. Barcelona, Spain.

Shamir-Inbal, T. & Blau, I. (2014). How the implementation of tablet computers impacts learning and pedagogy and promotes "digital wisdom" of students and teachers in the elementary school? Paper presented at the 8th International Technology, Education and Development Conference - INTED2014. Valencia, Spain.

Shamir-Inbal, T., & Kali, Y. (2009). Teachers as curriculum designers: The effect of a teacher professional development program. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA.

Shamir, T., & Kali, Y. (2007). The Relation between Schoolteachers Perceptions about Collaborative Learning and Their Employment of Online Instruction. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Proceedings of the The 8th international conference on Computer supported collaborative learning (CSCL) 2007: Mice, Minds and Society (pp. 292-300). International Society of the Learning Sciences, Inc

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2021-2023
Practical experience in the hybrid space among teaching trainees, through the use of an innovative physio-digital platform for building knowledge and skills - research and development. The Chief Scientist Foundation, Ministry of Education. (500,000 NIS)
2021-2022
Evaluation of programs for the training of digital leaders in teacher training colleges and in the centers for professional development of in-service teachers (160,000 NIS)
2021
Digital technologies to improve teaching, learning and assessment processes in online learning during emergencies in elementary schools in Israel​. The Chief Scientist Foundation, Ministry of Education. (50,000 NIS)
2021
Characteristics of professional development processes for online teaching in elementary schools​. The Chief Scientist Foundation, Ministry of Education. (50,000 NIS)