Virtual and blended learning are suggested as means to support students’ learning of the subject matter. The present study sought to examine how one educational tool for the classroom; specifically Google Classroom, was used by a teacher of automation and programming course in the secondary school. One secondary school teacher and her two students participated in the re-search. The data collection tools were interviews of two types: asking the participants semi-structured questions, and requesting the teacher to show how she used the Google Classroom options to engage her students in online learning. The transcribed interviews were analyzed using thematic analysis depending on the model of Information Systems Success by DeLone and McLean. The research results indicated that Google Classroom contributed to the quality of the learning of the students, which affected positively the teach-er’s and students’ satisfaction and intention to use this educational tool in the automation and programming class. The participants pointed at the benefits of using Google Classroom, which once again influenced positively the par-ticipants’ satisfaction and intention to use it for teaching and learning. The present study showed how a virtual classroom could be utilized in technolo-gy courses. The described phenomenon could give insights, not only to tech-nology teachers but to the teachers of other disciplines, how to utilize virtual and information systems in their teaching in order to enrich students’ learn-ing.

The purpose of this study is to develop a valid and reliable measurement tool for measuring contribution of digital learning games in the learning process . The study group consists of 280 teachers working in elementary schools in Palestine in the 2020-2021 academic year. The construct validity of the scale was examined by exploratory factor analysis. According to the results of the analysis, the scale measures a six- dimensions structure. The six - dimensions structure of the scale was confirmed by stepwise linear regression analysis. The total variance ratio explained by the scale was determined as 68.38. In order to determine the reliability of the scale, the internal consistency coefficient of Cronbach’s alpha was evaluated and this value was determined as .914. The results of all validity and reliability analyzes show that the digital leaning game as a valid and reliable measurement tool in the future studies about digital learning games.

In the context of sweeping social, economic, technological, and demographic changes, digital transformation is a series of deep and coordinated culture, workforce, and technology shifts that enable new educational and operating models and transform an institution’s operations, strategic directions. Digital transformation is a destination that is practically mandatory for most organizations. The interconnectivity that it fosters will make the communication flow between students and teachers more fluid. It also helps to improve the relationship and promotes the best use of available resources, especially in higher education. So, the researchers shed light on digital transformation, its importance and the challenges it faces, especially in higher education institutions Therefore, higher education institutions must keep pace with all these changes and take them into account if they want to develop and compete with their peers.

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