דפוסי שינוי והתפתחות בתפיסות מורים את משמעות ההוראה והלמידה בסביבות מבוססות טכנולוגיה

The research described in this article focuses on the investigation of the experience of 4th-6th-grade teachers over the course of many years. The learning and teaching approach that was examined in the research is based on the accomplishment of information-rich tasks in a technologically rich environment. The research analyzes and interprets the patterns of change and development of the teachers' perceptions of a range of topics: learning, teaching, the role of technology and their modes of operating in the classroom. It employs several research tools (interviews, questionnaires, observations) that focus on the teachers' perceptions as well as on an examination of their modes of operating in the classroom. The findings reveal that changes in their perceptions occurred during the course of their many years of experience in a high-tech learning environment. As a result of these changes, the teachers are characterized by a range of unique personal viewpoints. The research demonstrates perceptual change to be a complex, multidimensional, and systemic process that takes places deep within the individual. The range of the teachers' opinions and viewpoints creates a mosaic of complementary as well as contradictory perceptions. The research findings also indicate that it is easier for teachers to change their ways of teaching in the classroom than it is for them to change their educational perceptions.