Orit Avdiel, Ina Blau E7 Level of Technology Integration Representative Quote Modification Interviews: N=29 (28%) Observations: N=4 (31%) Interview: "At the end of each school day, there is a half-hour period in which students select an activity for that day. On one occasion, they prepared a presentation on a topic of their choice, including information, images, and an explanation of their interest, which they developed during free work periods within classroom work cycles. Throughout the year, they take turns presenting their work during this time." (D3) Redefinition Interviews: N=24 (23%) Observations: N=0 Interview: "One of the things I’m working on with them this year is using AI. We are learning about Israel’s borders over time, and as part of the lesson I asked them to check what AI “thinks” about it. They came back with the answers they received, and we discussed what those responses meant." (E) Analysis of the data indicated a meaningful presence of higher integration levels across both sources. Specifically, Augmentation emerged as the most common level, with Modification clearly evident in both the interviews and the observations. However, the Redefinition level appeared only in the interviews. Substitution was least common, suggesting that technology was generally applied beyond simple replacement of traditional tools. Table 2. Types of Technology Integration (interviews=104; observations=13) Type of Technology Integration Representative Quote Learning from technology Interviews: N=51 (49%) Observations: N=9 (69%) Observation: "The teacher uses a behavior-management software called Class Dojo, in which the students collect points based on their behavior. She used the software several times during the lesson-to reward a student for positive actions or to warn them about losing points." (L) Learning about technology Interviews: N=7 (7%) Observations: N=0 Interview:" In science, the students learn to build a 3D cell. We work with an external organization that teaches them how to construct the cell and design it gradually, step by step." (D1) Learning with technology Interviews: N=46 (44%) Observations: N=4 (31%) Interview: "I allow them to express their thoughts on a current topic in a creative format of their choice. They can record a podcast reflecting their ideas, create a short video, or express themselves through a drawing. As each student has a laptop, this work takes place independently across the learning spaces." (H) The results demonstrated that technology use in the FLS was largely characterized by learning from technology, reflected in practices where digital tools delivered content or structured activities. At the same time, learning with technology appeared consistently and meaningfully, enabling students to generate ideas and express knowledge through inquiry tasks and creative digital products. By contrast, learning about technology appeared only in limited instances and was reported solely in the interviews.
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