Introduction Lifelong learning encompasses four pillars: (1) learning to know; (2) learning to do; (3) learning to be; and (4) learning to live together. These four pillars, which are expanded upon within the current study provide a lens to examine relationships between professional development, use of technology for remote online teaching, and pedagogical efficacy in the age of COVID-19. Methods The study examined survey responses from 372 primary school subjects representing six different districts, and interviews with 16 teachers. The responses were analyzed using correlation and MANOVA statistical tests. Results Teachers’ professional development processes were found to have a positive impact on the teachers’ pedagogical efficacy, by means of positive perceptions toward the use of technology for remote online teaching. Learning foci predicted the use of technology, and the use of technology predicted learning assessment measurements. Discussion The study’s findings reinforce the need for professional development processes based on systematic identification of pedagogical needs that arise in the field, their analysis and the understanding of the added value of pedagogical tools that can support enhanced implementation of teaching - learning - evaluation. The study’s findings point to epistemological elements related to the types of acquired knowledge and to learning methods, which make it possible to differentiate between various processes in teachers’ professional development as well as processes in the use of innovative pedagogical technology.

This study highlights the importance of educational leaders’ responsibilities in virtual spaces, as they are perceived by school faculties and provides a validated tool to measure teachers' perception of a "principal's leadership presence in social media networks". 235 Israeli teachers participated in the study –180 (77

The COVID-19 pandemic changed schools’ reality and posed a wide range of challenges for school leaders, such as a re-examination of principals’ and teachers’ authority and leadership in the schools’ virtual spaces. Teaching methods and social-emotional aspects of learning were challenged as well. The school faculty had to redesign their pedagogical environments to provide an extensive and complete response to these new challenges. The main difficulty lay in the need to create an immediate distance-learning environment that would provide solutions for the pedagogical, emotional, and social challenges in the new and virtual space that had been created. We investigated teachers’ perceptions of their and their principals’ roles as digital educational leaders (e-leaders) in the schools’ virtual spaces. The research was conducted using a qualitative method with a population of 16 female teachers in elementary schools in Israel. Data analysis yielded four major themes: new virtual space in the school's organization, principals’ and teachers’ roles in managing virtual spaces, opportunities in virtual space management, and challenges and difficulties. These themes were closely interrelated in the context of schoolwork. Findings highlight the importance of more fully understanding the role of extensive digital leadership, i.e., the management of virtual school spaces. It is proposed that management of schools’ virtual spaces can enhance overall school effectiveness, which in turn can help achieve better cooperation between school faculty and the surrounding community.

Appears in: EDULEARN20 Proceedings Publication year: 2020Page: 6925ISBN: 978-84-09-17979-4ISSN: 2340-1117doi: 10.21125/edulearn.2020.1795Conference name: 12th International Conference on Education and New Learning TechnologiesDates: 6-7 July, 2020Location: Online Conference

The current study demonstrates how blended learning using location-based mobile-learning experiences can be improved when student preparation is enhanced with techniques informed by the theory of Mediated Learning Experience (MLE). Our experiment used a sample of 216 junior-high students within the context of school field trips. Tablet computers were custom configured to implement mobile learning with an application dispensing both contextual content and field navigation assignments. A control group prepped for the field trips used traditional information and discussion while an experimental group prepped based on the principles of MLE. Following the experience, students’ subjective perceptions of transactional distance were examined. The findings suggested that those prepared with MLE principles experienced lower transactional distances and, hence, a better outcome. Additionally, gender and thinking style differences were found, highlighting the need to further adapt flexible teaching approaches in mobile-learning environments. Overall, the findings carry significant implications for pedagogic and technological aspects of implementing mobile technologies in education.