Updated: March 2009
- Personal
- Education
- Academic Appointments
- Other Academic Positions
- Professional Experience
- Research
- Awards
- Supervision of Graduate Degrees
- Teaching Experience, Tel-Aviv University
- Course Development, The Open University of Israel
- Membership in Open University Committees
- National Professional Committees
- International Professional Boards
- Editorial Boards
- Refereeing
- Professional Societies
- List of Publications
- Appendix A
- Appendix B
- Appendix C
Office: 972-9-7782202
Office: 972-9-7780642
Email:
| 1968 | B.Sc. | Applied Mathematics | Tel-Aviv University |
| 1971 | M.Sc. | Applied Mathematics | Tel-Aviv University |
| 1978 | Ph.D. | Applied Mathematics | Tel-Aviv University |
| 1983-1985 | Diploma studies | Computer Science | Tel-Aviv University |
| 1980 - 1985 | Lecturer (adjunct) | Tel-Aviv University |
| 1990 - 1995 | Senior Lecturer | The Open University of Israel |
| 1994 - 1995 | Senior Lecturer (adjunct) | Tel-Aviv University |
| 1995 - 2002 | Associate Professor | The Open University of Israel |
| 2002 - | Full Professor | The Open University of Israel |
| 1986 - 1987 | Visiting Lecturer | Tel-Aviv University |
| 1993 - 1994 | Visiting Scientist | The Weizmann Institute of Science |
| 1995 - 1996 | Consultant | The Weizmann Institute of Science |
| Summer 2002 | Visiting Scientist | The Weizmann Institute of Science |
| 1980 - | The Open University of Israel |
| 1980 - 1985 | Developing courses in Mathematics |
| 1985 - 1990 and 1994 - 1996 |
Coordinator, Computer Science team (equivalent to Department Head, for details see Appendix A). |
| 1990 - 1993 | Head, Academic Development Division (for details see Appendix A) |
| 1996 - 1999 | Head, Mathematics and Computer Science Department and Head, Computer Science Division. |
| 1999 - 2005 | Vice President for Academic Affairs |
| 2008 - 2009 | Director, International Academic Outreach |
| 2009 - | Vice President for Academic Affairs |
Research
After several years of research work on wave propagation and seismology, and after completing my M.Sc. and Ph.D. studies, I chose to turn to a different topic and concentrate on educational research in two of my favorite areas: the teaching of computer-integrated mathematics; and computer science education (for details see Appendix B).
After several years of research work on wave propagation and seismology, and after completing my M.Sc. and Ph.D. studies, I chose to turn to a different topic and concentrate on educational research in two of my favorite areas: the teaching of computer-integrated mathematics; and computer science education (for details see Appendix B).
| Name | Institute | Submitted | Co-supervisor |
| Ela Zur | Tel Aviv University | 2001 | Prof. G. Zwas |
| Michal Armoni | Tel Aviv University | 2003 | Prof. D. Tirosh |
| Daphna Shahak | Tel Aviv University | in progress | Dr. D. Ginat |
| Tamar Vilner | The Hebrew University | in progress | Prof. Noam Nissan |
Master’s Students
| Name | Institute | Submitted | Co-supervisor |
| Ela Zur | Tel-Aviv University | 1990 | Prof. G. Zwas |
| Tal Sharon | Tel-Aviv University | 1991 | Prof. G. Zwas |
| Tammy Rosenthal | The Hebrew University | 1994 | Prof. N. Ben-Zvi |
| Tamar Vilner | The Hebrew University | 1995 | Prof. N. Ben-Zvi |
| Adital Zeldes | The Hebrew University | 1996 | Prof. S. Viner |
| Dvir Lanzberg | The Open University | 2003 | |
| Guy Salomon | Tel-Aviv University | 2006 | Prof. E. Turkel |
| Shahbazian Tigran | The Open University (Final Paper) |
2006 | |
| Nissim Shaked | The Open University (Final Paper) |
in progress | |
| Yuval Carmel | The Open University (Final Paper) |
2008 | |
| Ronit Karlinsky | The Open University (Final Paper) |
2008 | |
| Yossi Rabbi | The Open University (Final Paper) |
in progress | |
| Leah Batt | The Open University (Final Paper) |
in progress |
| 1968-1987 | School of Mathematics:
|
| 1994-1995 | School of Education:
|
| 1980-1986 | Math courses (writing and coordinating):
|
| 1984-1999 | Computer Science courses (partial list; supervising the translation of books, preparation of study guides, rewriting and editing):
|
| 2006-2008 | Computer Science courses: Rewriting (supervising the translation of books, preparation of study guides):
|
Membership on Open University Committees
Open University Council
Executive Committee
Academic Committee
School of Technology Steering Committee
Open University Council
Executive Committee
Academic Committee
School of Technology Steering Committee
| 1990 - 2000 | Member, Subject and Curriculum Committee for Computer Studies in High School (for details see Appendix C.) |
| 2005 - | Chair, Subject Committee for Computer Studies in High School. |
| 2007 - | Co-Chair, Curriculum Committee for Computer Studies in High School. |
The Council for Higher Education (CHE - Malag)
and the Planning and Budgeting Committee (PBC -Vatat)
and the Planning and Budgeting Committee (PBC -Vatat)
| 1997 - 2006 | Member and chair of subcommittees and accreditation for B.A. and Master programs in CS for various colleges |
| 2007 - | Member, Tikshuv (computers and communication) committee (PBC) |
Other
| 1995 - 1999 | OUI representative in Malam (The National Center for Science Education) |
| 2001 - | Member, steering committee of The National Computer Science Teachers’ Center |
| 2005 - 2008 | International director, Board of directors, Computer Science Teachers Association (CSTA) of the Association for Computing Machinery (ACM) |
| 2005 - | Member, advisory board, AMSA (Advanced Math and Science Academy, Charter School, Massachusetts) |
| 2008 - | Advisory Council, Computer Science Teachers Association (CSTA) of the Association for Computing Machinery (ACM) |
| 1992 - | Member, editorial advisory board, Computers and Education |
| 2005 - | Member, editorial board, THEMES in Education |
Refereeing
Extensive referring for Communication of the ACM; International Journal of Mathematics Education in Science and Technology; Computers and Education.
Extensive referring for Communication of the ACM; International Journal of Mathematics Education in Science and Technology; Computers and Education.
Professional Societies
ACM (Association for Computing Machinery)
SIGCSE (Special Interest Group for Computer Science Education, ACM)
ACM (Association for Computing Machinery)
SIGCSE (Special Interest Group for Computer Science Education, ACM)
| M.Sc. | Asymptotic Solution of Wave Propagation Problems in Slender Bodies of Revolution Supervisor: B. Rulf |
| Ph.D. | The Displacement due to Wave Propagation from a Finite Source in a Layered Elastic Solid Supervisor: F. Abramovitz |
| J. Gal-Ezer “Will ODL undergo major changes in the next millennium?” In V. Venugopal Reddy and Manjulika, S. (eds.), Towards Virtualization: Open and Distance Learning, Kogan Page India Pvt. Ltd., New Delhi, India, 2002. |
| Z. Erlich, J. Gal-Ezer & D. Lupo “Traditional Distance Education vs. Technology-Integrated Distance Education,” In L.C. Jain & R.J. Howlett (eds.), Intelligent Internet Based Teaching and Learning, Ch. 2, World-Scientific, 2002. |
| Z. Erlich, & J. Gal-Ezer “The Open University of Israel – A Distance Education Institution”. In C. Howard, J. Boettcher, L. Justice, P. L. Rogers and G. A. Berg (eds.), Encyclopedia of Distance Learning, US: Idea Group Reference, 2005. |
| B. Rulf & J. Gal-Ezer “High Frequency Waves in Thin Bodies of Revolution,” Journal of Sound and Vibration, 1972, 21, pp. 1-10. |
| F. Abramovici & J. Gal-Ezer “Numerical Seismograms for a Vertical Point-Force in a Layered Solid,” Bull. Seism. Soc. Am., 1978, 68, pp. 81-101. |
| F. Abramovici & J. Gal-Ezer “Seismic Waves from Finite Faults in Layered Media,” Bull. Seism. Soc. Am., 1979, 69, pp. 1693-1714. |
| F. Abramovici, J. Gal-Ezer & J. Baumgarten “A Method for Extracting Phase Velocity Curves from Seismograms,” Geophys. J. R. Astr. Soc., 1981, 65, pp. 727-739. |
| J. Gal-Ezer & G. Zwas “An Algorithmic Approach to Linear Systems,” Int. J. Math. Educ. Sci. Technol., 1984, 15, 4, pp. 501-519. |
| J. Gal-Ezer & G. Zwas “Convergence Acceleration as a Computational Assignment,” Int. J. Math. Educ. Sci. Technol., 1987, 18, 1, pp. 15-28. |
| J. Gal-Ezer & G. Zwas “The Computational Potential of Rational Approximations,” Computers and Education, 1987, 11, pp. 33-46. |
| J. Gal-Ezer & G. Zwas “Computational Aspects of Rational vs. Polynomial Interpolation,” Int. J. Math. Educ. Sci. Technol., 1988, 19, 4, pp. 567-579. |
| S. Breuer, J. Gal-Ezer & G. Zwas “Microcomputer Laboratories in Mathematics Education,” Computers and Mathematics, 1990, 19, 3, pp. 13-34. |
| J. Gal-Ezer & G. Zwas “Error Bounds for Interpolative Approximations,” Mathematics and Computer Education, 1990, 24, 3, pp. 198-212. |
| J. Gal-Ezer & G. Zwas “Real World Models in the Teaching of Calculus,” UMAP: J. Undergraduate Mathematics and its Application, 1992, 13, 2, pp. 93-100. |
| J. Gal-Ezer & G. Zwas “Corrected Summation of Alternating Series,” Int. J. Math. Educ. Sci. Technol., 1993, 24, pp. 171-176. |
| J. Gal-Ezer & G. Zwas “A Teachable Derivation of Asymptotic Error Expansions for Numerical Integration,” Mathematics and Computer Education, 1994, 28, 3, pp. 303-313. |
| J. Gal-Ezer “Computer Science Teachers’ Certification Program,” Computers and Education, 1995, 25, 3, pp. 163-168. |
| J. Gal-Ezer, C. Beeri, D. Harel & A.Yehudai “ A High-School Program in Computer Science ,” Computer, 1995, 28, 10, pp. 73-80. |
| T. Rosenthal, J. Gal-Ezer & N. Ben-Zvi “Professional Updating and Computer Training for Immigrants: A Case Study,” GATES, 1995, 2, 1, pp. 26-32. |
| J. Gal-Ezer “A Pre-Programming Introduction to Algorithmics,” Mathematics and Computer Education, 1996, 30, 1, pp. 61-69. |
| J. Gal-Ezer & O. Lichtenstein “A Mathematical-Algorithmic Approach to Sets: A Case Study,” Mathematics and Computer Education, 1997, 31, 1, pp. 33-42. |
| J. Gal-Ezer & D. Harel “What (else) should CS educators know?,” Communications of the ACM, 1998, 41, 9, pp. 77-84. |
| C. Stephenson, J. Gal-Ezer, C. Rice & C. Wolf “Revitalizing High School Computer Science: Finding Common Ground,” Journal of Computer Science Education, 1998, 12, 1&2, pp. 8-17. |
| J. Gal-Ezer & D. Harel “Curriculum and Course Syllabi for High-School Computer Science Program,” Computer Science Education, 1999, 9, 2, pp. 114-147. |
| J. Gal-Ezer & A. Zeldes “Teaching Software Designing Skills,” Computer Science Education, 2000, 10, 1, pp. 25-38. |
| Gal-Ezer, J.& D. Lupo “Integrating Internet Tools into Traditional CS Distance Education: Students’ Attitudes,”Computers and Education, 2002, 38, 4, pp. 319-329. |
| J. Gal-Ezer & E. Zur “The Efficiency of Algorithms – Misconceptions,” Computers and Education, 2004, 42, 3, pp. 215-226. |
| J. Gal-Ezer, T. Vilner & E.Zur “Teaching Efficiency at CS1 Level: A different approach,” Computer Science Education, 2004, 14, 3, pp. 235-248. |
| Erlich, Z., Gal-Ezer J. & I. Erlich “Skills required for participating in CMC courses: An empirical study,” Computers and Education, 2005, 44, 4, pp. 477-487. |
| M. Armoni & J. Gal-Ezer “Teaching Reductive Thinking,” Mathematics and Computer Education, 2005, 39, 2, pp. 131-142. |
| M. Armoni, J. Gal-Ezer & D. Tirosh “Solving Problems Reductively,” Journal of Educational Computing Research, 2005, 32, 2, pp. 113-129. |
| M. Armoni & J. Gal-Ezer “Introducing Non-Determinism,” Journal of Computers in Mathematics and Science Teaching, 2006, 25, 4, pp. 325-359. |
| J. Gal-Ezer & H. Habiballa “A Unique high-school curricula for informatics for grammar schools in Israel,” MFI Matematika-Fyzika-Informatika [Czech journal], 2006, 16, 2, pp. 104-113. |
| M. Armoni, J. Gal-Ezer & O. Hazzan “Reductive Thinking in Computer Science,” Computer Science Education, 2006, 16, 4, pp. 281-301. |
| J. Gal-Ezer & E. Zur “Reaching Out to CS Teachers: Certification via Distance Learning,” Mathematics and Computer Education, 2007, 41, 3, pp. 250-265. |
| M. Armoni & J. Gal-Ezer “Non-determinism: An Abstract Concept in CS Studies,” Computer Science Education, 2007, 17, 4, pp. 243-262. |
| J. Gal-Ezer & E. Zur “Reaching Out to CS Teachers: Certification via Distance Learning,” Mathematics and Computer Education, 2007, 41, 3, pp. 250-265. |
| J. Gal-Ezer, T. Vilner & E. Zur “Once She Makes it, She’s There!: A Case Study,” Computer Science Education, 2008, 18, 1, pp. 17-29. |
| J. Gal-Ezer & C. Stephenson “The Current State of Computer Science in U.S. High Schools: A Report from Two National Surveys,” Journal for Computing Teachers, Spring 2009. |
| C. Stephenson, J. Gal-Ezer, B. Haberman & A. Verno “The New Educational Imperative: Improving High School Computer Science Education,” Final report of the CSTA Curriculum Improvement Task Force, February 2005. |
| B. Ericson, M. Armoni, J. Gal-Ezer, d. Seehorn, C, Stephenson & F. Tree “Ensuring Exemplary Teaching in an Essential Discipline: Addressing the Crisis in Computer Science Teacher Certification,” Final Report of the CSTA Teacher Certification Task Force, September 2008. |
| J. Gal-Ezer & G. Zwas “The Construction of Library Functions in High School Mathematics,” Abstracts of the Second International Jerusalem Convention on Education, 1989. |
| T. Rosenthal, J. Gal-Ezer & N. Ben-Zvi “Professional Updating and Computer Training for Immigrants: A Case Study,” WCCE (Sixth IFIP World Conference Computers in Education), Birmingham, 1995. |
| M. Daniels, J. Gal-Ezer, I. Sanders & J. Teague “Teaching Computer Science: Experience from Four Continents,” The Proceedings of the 27th SIGCSE Technical Symposium on Computer Science Education, 1996, pp. 102-106. |
| J. Gal-Ezer & E. Zur “The Concept of ‘Algorithm Efficiency’ in the High School CS Curriculum,” FIE (Frontiers in Education) 2002 Proceedings. |
| J. Gal-Ezer, T. Vilner & E. Zur “Characteristics of Students who Failed (or Succeeded) in the Introductory CS Course,” FIE 2003 Proceedings. |
| M. Armoni & J. Gal-Ezer “Non-Determinism in CS High-School Curricula,” FIE 2003, Proceedings. |
| J. Gal-Ezer & D. Lanzberg “Using Synchronous and Asynchronous Online Learning in Computer Science Courses,” work in progress, FIE 2003, Proceedings. |
| J. Gal-Ezer & M. Trakhtenbrot “Use of Visual tools in Distance Teaching of Computational Models,” FIE 2003 Proceedings. |
| M. Armoni & J. Gal-Ezer “On the Achievements of High School Students Studying Computational Models,” Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, 2004, 36, 3, pp. 17-21. |
| J. Gal-Ezer, D. Lanzberg & D. Shahak “Introducing Undecidability,” Tips and Techniques, Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, 2004, 36, 3, p. 276. |
| J. Gal-Ezer, D. Lanzberg & D. Shahak “Interesting Basic Problems for CS1,” Tips and Techniques, Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, 2004, 36, 3, p. 275. |
| M. Armoni, J. Gal-Ezer & O. Hazzan “Reductive Thinking in Undergraduate CS Courses,” Proceedings of the 11th annual ITiCSE Conference on Innovation and Technology in Computer Science Education, 2006, 38, 3, pp.133-137. |
| T. Vilner, E. Zur, & J. Gal-Ezer Fundamental Concepts of CS1: Procedural vs. Object Oriented Paradigm: A Case Study,” Proceedings of the 12th Annual ITiCSE Conference on Innovation and Technology in Computer Science Education, 2007, 39, 3, pp. 171-175. |
| J. Gal-Ezer & M. Trakhtenbrot “Technology in Distance Teaching of Computational Models,” Proceedings of the 5th International Conference on Education and Information Systems, Technologies and Applications: EISTA2007, 2, pp. 54-59. |
| J. Gal-Ezer “Computer Science in High-Schools: Curricula and Research,” A. Jimoyiannis (ed.), Proceedings of the 3rd Panhellenic Conference on Computer Science Education, 2006, pp. 3-12, Korinthos, Greece. |
| T. Vilner, E. Zur & J. Gal-Ezer “Fundamental Concepts of CS1: Procedural vs. Object Oriented Paradigm: A Case Study,” Proceedings of the 12th Annual ITiCSE Conference on Innovation and Technology in Computer Science Education, 2007, 39, 3, pp. 171-175. |
| E. Zur, T. Vilner & J. Gal-Ezer “Space Complexity in CS1,” Proceedings of IEEII, Informatics Education Europe II, Greece, November 2007, 126-135. |
| O. Hazzan, J. Gal-Ezer & L. Blum “A Model for High School Computer Science Education: The Four Key Elements that Make It!” Proceedings of The 39th Technical Symposium on Computer Science Education, SIGCSE, 2008, pp. 281-285 [Appears as Inroads, SIGCSE Bulletin, 2008, 40, 1, pp.281-285]. |
| J. Gal-Ezer, T. Vilner & E. Zur “The Professor on Your PC: A Virtual CS1 Course,” accepted FIE2009. |
| J. Gal-Ezer, T. Vilner & E. Zur “Is the Paradigm Shift in CS1 Harmful: A Case Study,” accepted for the 40th Technical Symposium on Computer Science Education, SIGCSE, 2009. |
| J. Gal-Ezer “Distance learning and technology based distance learning,” A position paper, UNESCO Communication Division Magazine, 2001. |
Mathematics
| 1981 | Introduction to Differential Equations – with Prof. Eli Levin. |
| 1981 | Numerical Computation (adapted from the OU English version) – development coordinator. |
| 1983-1986 | Infinitesimal Calculus III – author of 6 units, and development coordinator. |
Computer Science
| 1986 | Introduction to Computer Science using Pascal (translation, adapted for distance learning) – academic responsibility and development coordinator. |
| 1988 | Numerical Computation (revised version for computer applications) – academic responsibility and development coordinator. |
| 1988 | Computer Organization and Programming (translation and study guide) – academic responsibility and development coordinator. |
| 1988 | Digital Design (translation and study guide) – academic responsibility and development coordinator. |
| 1989 | Numerical Methods for Ordinary Differential Equations (study guide) – academic responsibility and development coordinator. |
| 1990 | Prolog and Artificial Intelligence (study guide) – academic responsibility and development coordinator. |
| 1990 | Introduction to System Programming with C (study guide) – academic responsibility and development coordinator. |
| 1991 | Automata Theory and Formal Languages – rewriting and development coordinator. |
| 1991 | Algorithmics: The Foundations of Computer Science – development coordinator. |
| 1998 | Seminar: Topics in Computer Science Education – reader editing, study guide, teaching. |
| 1998 | Computational Models for High-School – academic responsibility and development coordinator. |
| 1999 | Computer Organization for High-School – academic responsibility and development coordinator. |
| 1999 | Computer Organization and Programming (new revised version) – academic responsibility and development coordinator. |
| 2000 | Introduction to Computer Science (Using C++) – academic responsibility. |
| 2002 | Seminar: Topics in Computer Science Education (revised) – academic responsibility. |
| 2008 | Algorithmics: The Foundations of Computer Science – development coordinator of the updated study guide. |
| 2008 | Data Structures and Introduction to Algorithms – a different new version based on a new edition of the textbook, academic responsibility and development coordinator. |
| 2008 | Digital Design – development coordinator of the updated study guide. |
Appendix A
Coordinator, Computer Science team: This task included building up the field of computer science studies: designing curricula, developing courses, recruiting assistants and faculty, recruiting writers, engaging advisors, managerial responsibility of the development and instruction team, monitoring development and teaching, advising students, strengthening ties with colleges (in the field of computer science) and monitoring computer studies in these colleges.
Head, Academic Development Division: This included responsibility for the academic development of all subjects, managerial responsibility for course development teams (some 150 team members), initiating and concluding agreements with writers and advisors from the academic community, and more.
The crowning point of my activities in this office was designing a curriculum for M.Sc. studies in Computer Science and its presentation to the Council for Higher Education. This was the first graduate program offered at the Open University of Israel.
Coordinator, Computer Science team: This task included building up the field of computer science studies: designing curricula, developing courses, recruiting assistants and faculty, recruiting writers, engaging advisors, managerial responsibility of the development and instruction team, monitoring development and teaching, advising students, strengthening ties with colleges (in the field of computer science) and monitoring computer studies in these colleges.
Head, Academic Development Division: This included responsibility for the academic development of all subjects, managerial responsibility for course development teams (some 150 team members), initiating and concluding agreements with writers and advisors from the academic community, and more.
The crowning point of my activities in this office was designing a curriculum for M.Sc. studies in Computer Science and its presentation to the Council for Higher Education. This was the first graduate program offered at the Open University of Israel.
Appendix B
My research in computer-integrated mathematics centered on the computational aspects and an algorithmic approach to the teaching / learning of various topics in mathematics. The highlight of this research was the presentation of central mathematical subjects based on elementary knowledge only, and the use of the computer’s potential. The motto was that the best way to learn a subject is to teach it to someone else, and even better is to teach it to a computer. The originality of these studies is expressed, among other things, in the presentation of proofs other than existing ones, by means of simple mathematical tools, renouncing a certain measure of generality but without giving up the rigor of rules.
In what concerns computer science education I focus on research issues such as algorithmic thinking, the teaching of difficult and problematic subjects such as recursion, complexity and efficiency, misconceptions in computer science, reduction and non-determinism. In addition, I am involved in, and sometimes lead the development of, study programs at different levels (universities and secondary schools), in the development of study programs for teachers of computer science, etc.
While the above are still the main issues of my research, I recently also initiated and conducted studies related to the integration of technologies into distance education and computer science distance education in particular.
Even more recently, I have been interested in research issues concerning HCI - Human Computer Interface, and gender issues in relation to computer science studies.
My research in computer-integrated mathematics centered on the computational aspects and an algorithmic approach to the teaching / learning of various topics in mathematics. The highlight of this research was the presentation of central mathematical subjects based on elementary knowledge only, and the use of the computer’s potential. The motto was that the best way to learn a subject is to teach it to someone else, and even better is to teach it to a computer. The originality of these studies is expressed, among other things, in the presentation of proofs other than existing ones, by means of simple mathematical tools, renouncing a certain measure of generality but without giving up the rigor of rules.
In what concerns computer science education I focus on research issues such as algorithmic thinking, the teaching of difficult and problematic subjects such as recursion, complexity and efficiency, misconceptions in computer science, reduction and non-determinism. In addition, I am involved in, and sometimes lead the development of, study programs at different levels (universities and secondary schools), in the development of study programs for teachers of computer science, etc.
While the above are still the main issues of my research, I recently also initiated and conducted studies related to the integration of technologies into distance education and computer science distance education in particular.
Even more recently, I have been interested in research issues concerning HCI - Human Computer Interface, and gender issues in relation to computer science studies.
Appendix C
Our Subject and Curriculum Committee for Computer Studies in High School has designed a computer science study program for secondary schools and supervised the preparation of learning materials and the integration of the program into Israel’s education system. This program is considered worldwide as a breakthrough in the field of computer science curricula in high schools.
Our Subject and Curriculum Committee for Computer Studies in High School has designed a computer science study program for secondary schools and supervised the preparation of learning materials and the integration of the program into Israel’s education system. This program is considered worldwide as a breakthrough in the field of computer science curricula in high schools.