Aim/PurposeThe current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games.Changing the Learning Environment 62 reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers' perception of the learners. Recommendations for PractitionersTeacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for ResearchersFuture studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment.Impact on Society Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future ResearchA larger study with a greater number of participants, including a control group, should be conducted.

The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics, while Hong Kong was rated at the top of the list. The HLM analysis was implemented at the student level, as well as at the school level. The results show that controlling for other variables, in Israel, memorization strategies had the most significant negative contribution for the prediction of ML achievements, whereas in Hong Kong the control strategies had the highest contribution. These results suggest that overemphasis on memorization does not necessarily contribute to ML achievement. Yet, the efficient use of control strategies may contribute to higher achievements. The theoretical and practical implications of the study are discussed.

The National Israeli Information and Communication Technology (ICT) Program that called for the "adaption of the educational system to the 21 st century", has been implemented in Israel since 2010. The program's purpose intended to introduce an 'ICT culture' in the educational systempre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Following this call, the current study is aimed at examining the integration of ICT in a teaching training college in the north of Israel, in the context of a technological-pedagogic setting, the ICT culture in the college, and how educators' metaphorical sensations contribute to their use of ICT tools and to student training in an ICT environment. The second aim of the research was to identify the operating factors in the course of educators' professional development that impact on the integration of advanced technologies in teaching.This mixed-methods study involved 120 educators. Through structural equation modelling, the findings show that educators' familiarity and mastery of ICT tools influence use for teaching purposes, more so than personal feelings, the ICT culture, and the availability of the tools. Findings emphasize the need for promoting the integration of technology in teachers colleges as a learning organization, from a systemic view, which emphasizes the teacher educator's personalprofessional development.

Within implementation of the National Information and Communication Technology (ICT) Program, ICT instructors facilitate schools with integrating ICT in teaching. Two types of ICT instructors take part in the implementation process: External district ICT instructors and internal school ICT instructors. This research has two goals: to examine how the ICT instructors perceive the encouraging and inhibiting factors of the change implementation, and to examine the factors predicting external district ICT instructors' sense of empowerment in comparison with internal school ICT instructors, thus examining the knowledge power PICTK (Program Information Communication Technology Knowledge) and TPACK knowledge (Technological Pedagogy and Content Knowledge) on the sense of empowerment within them. The methodology combines quantitative and qualitative research tools in a self-report questionnaire. The research findings clarify that the ICT instructors' sense of empowerment improves by enhancing their PICTK knowledge and TPACK knowledge. This sense of empowerment helps the instructor in creating viewpoints on the implementation process and the National Program's outcome. The research shows that the ICT instructors' viewpoints have unique significance to understanding the change elements that the National ICT Program creates in the schools. It is therefore recommended to continue with encouraging ICT instructors to expand their personal knowledge on the developing ICT program.