E50 From Design to Enactment: GenAI Integration through SAMR Proceedings of the 21st Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era I. Blau, A. Caspi, Y. Eshet-Alkalai, N. Geri, Y. Kalman, D. Olenik-Shemesh, Y. Sidi, & N. Brandel (Eds.), Ra'anana, Israel: The Open University of Israel From Design to Enactment: Examining GenAI Integration Patterns among High-School Teachers Through the SAMR Framework מתכנון ליישום: בחינת דפוסי שילוב בינה מלאכותית גנרטיבית בקרב מורי תיכון באמצעות מסגרת SAMR אורית אבידב - אונגר המכללה האקדמית אחוה , האוניברסיטה הפתוחה avidovo@achva.ac.il אינה בלאו האוניברסיטה הפתוחה inabl@openu.ac.il מעיין שי סייג האוניברסיטה הפתוחה maayan.sayag@gmail.com Abstract The integration of Generative Artificial Intelligence (GenAI) into educational settings has altered teachers' professional responsibilities, necessitating frameworks for understanding how technology integration evolves in authentic classroom contexts. While the SAMR model distinguishes between enhancement and transformation in technology integration, research indicates that most GenAI activities concentrate at Augmentation levels, raising questions about what enables progression toward transformative integration. This study investigates how high-school teachers integrate GenAI tools following formal teacher professional development (TPD) and what factors are associated with different SAMR integration levels. Utilizing semi-structured interviews with 20 high-school teachers in Israel at two time points (immediately postTPD and 7-8 months later), this mixed-methods study analyzed 181 documented GenAI activities. Data analysis combined thematic classification by integration level (Future Planning, Design of Learning Materials, Enactment with Students) and SAMR framework with quantitative chi-square analysis. Findings reveal two key patterns. First, GenAI integration varied substantially across pedagogical domains, with Teaching activities concentrating at Augmentation while Learning activities, where students directly engaged with AI tools, concentrated at Modification. Second, time elapsed since training alone did not significantly impact integration levels; rather, implementation approach was critical. Activities involving direct student engagement achieved Modification or Redefinition at substantially higher rates (73.6%) compared to teacher-centered design activities (18.4%). Theoretically, the study identifies SAMR pedagogical levels as a critical mediating factor in technology integration, challenging assumptions that time automatically drives transformative integration. Practically, findings suggest TPD programs should emphasize orchestrating meaningful student Maayan Shay Sayag The Open University of Israel maayan.sayag@gmail.com Ina Blau The Open University of Israel inabl@openu.ac.il Orit Avidov-Ungar Achva Academic college, The Open University of Israel avidovo@achva.ac.il
RkJQdWJsaXNoZXIy Mjk0MjAwOQ==