Orit Avdiel, Ina Blau E3 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 Where Space Meets Pedagogy: Advancing Technology Integration and Teacher–Learner Collaboration in Flexible Learning Spaces Orit Avdiel The Open University of Israel oritavdiel@gmail.com Ina Blau The Open University of Israel inabl@openu.ac.il כשמרחב ופדגוגיה נפגשים: קידום שילוב טכנולוגיה ושיתופיות בין מורים ולומדים במרחבי למידה גמישים אינה בלאו אוניברסיטה הפתוחה inabl@openu.ac.il אורית עבדיאל אוניברסיטה הפתוחה oritavdiel@gmail.com Abstract This study examined the integration of technological tools and collaborative practices within Flexible Learning Spaces (FLS) designed to support innovative, learner-centered instruction. The research investigated the levels of technology integration achieved, and the occurrence of collaborative processes among educators and learners. A multiple case study approach, guided by the principles of the mixed-methods design, was employed. Data were collected through 15 semi-structured interviews and 7 nonparticipatory classroom observations conducted in various FLS. The e-CSAMR model was used to evaluate the level of technology integration (Substitution, Augmentation, Modification, or Redefinition) and the levels of collaborative teaching and learning processes (from information sharing to collaboration). Additionally, the Mindtools framework (Jonassen, 2020) was employed to examine which pedagogical approacheslearning from, with, or about technology-were supported through technology use in the FLS. Data analysis demonstrated that higher integration levels were prominent: Augmentation was most frequent, Modification appeared consistently in interviews and observations, and Redefinition emerged in the interviews. In Mindtools terms, technology use largely reflected “learning from technology,” with considerable evidence of “learning with technology,” enabling inquiry, creativity, and active knowledge construction. In parallel, multiple collaborative processes emerged among educators, including joint planning, co-teaching, and simultaneous support for several learner groups. Learner collaboration was highly evident across all levels of the eCSAMR model, with frequent occurrences of high-level collaboration. This research enhances understanding of teaching and learning processes in FLS, highlighting their potential to support advanced technology integration and meaningful collaboration among teachers and learners. Keywords: Flexible Learning Spaces, Technology integration, Collaborative learning, Teacher collaboration, e-CSAMR framework.
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