Innovative Models of Pedagogical Implementation of Ict in Israeli Schools

In the paper we analyze the data collected in ten schools in Israel which have incorporated ICT in unique ways and have succeeded in devising innovative classroom pedagogies and changes in teachers and students roles and outcomes. The major research questions addressed are: (a) What levels of innovation were observed in the participant schools, and in which domains? (b) How does the level of innovation in the various domains vary among and within schools? (c) What correlation patterns among levels of innovation in the various domains can be identified? The results of ten comprehensive case studies of exemplary schools in Israel were analyzed by mean of the innovation analysis schema developed by us for characterizing ICT-based educational innovations. The findings indicate that most schools as such are in transition stage towards fully innovative pedagogical implementation of ICT; school activities are effected differentially by ICT, thus creating "islands of innovation"; these islands however have the potential to pull forward other areas of activity and people in the school; the domains most affected by ICT are the school's "digital space", the didactic solutions implemented, and the students' roles and outcomes; in contrast, domains such as physical space, time configuration and professional interaction among teachers were less affected; schools' and particular persons' vision and determination, and students' drive for involvement and participation, are crucial factors in the development of the innovations. ICT PEDAGOGICAL INNOVATIONS 3