E6 Where Space Meets Pedagogy in Flexible Learning Spaces beanbags, presentation stages, carpets, and movable boards supported flexible use. Furthermore, technological resources were varied and included a 3D printer, VR headsets, immersive walls and an Active Floor system. In the interviews, teachers described the teaching and learning processes they implemented in the FLS, including technology integration and collaborative activities. The observations provided direct insight into these processes and highlighted challenges associated with instruction in such environments. The interviews were audio-recorded and transcribed for analysis. The unit of analysis in the interviews was the statement, rather than the participant. In the observations, the unit of analysis was a field note recorded during the lesson, rather than the lesson as a whole. Data were coded using two complementary approaches:(1) bottom-up coding- using thematic analysis (Braun & Clarke, 2006, 2019) to identify emergent themes and develop analytical categories. (2) top-down coding-aligning the data with predefined theoretical frameworks: the e-CSAMR model (Shamir-Inbal & Blau, 2021) and the Mindtools framework (Jonassen, 2020). To ensure inter-rater reliability 25% of the interview and observation data were independently recoded by a second rater. Cohen’s kappa indicated high agreement across the coding dimensions (κ = 0.72-0.91). Findings Integration of Technological Tools in Teaching and Learning Processes in FLS The first research question examined the level of technology integration within the FLS, and the pedagogical approach underlying its use. Tables 1–2 present the findings from the interviews and observations: Table 1 displays integration levels according to the e-CSAMR framework (Shamir-Inbal & Blau, 2021) and Table 2 illustrates the pedagogical approach according to Jonassen’s (2020) model. Each table includes the number and percentage of statements in each subcategory, as well as representative quotes. Table 1. Levels of Technology Integration (interviews=104; observations=13) Level of Technology Integration Representative Quote Substitution Interviews: N=9 (9%) Observations: N=2 (15%) Observation: "The lesson began with the teacher explaining an assignment presented in a slideshow, which the students were asked to complete independently on their computers."(D2) Augmentation Interviews: N=42 (40%) Observations: N=7 (54%) Observation: "The English teacher divided the class into two groups. The English-proficient students worked independently on leveled online tasks in an English-learning platform, including educational games and practice activities, across different learning spaces outside the classroom. Meanwhile, the rest of the class remained with her for direct instruction." (R)
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