PERCEPTIONS OF SENIOR ACADEMIC STAFF IN COLLEGES OF EDUCATION REGARDING INTEGRATION OF TECHNOLOGY IN ONLINE LEARNING

Abstract

Aim/Purpose The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the in-tegration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and conse-quently, the aim of the present study is to fill this lacuna. Background In Israel, senior academic staff in colleges of education play a particularly im-portant role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology This qualitative study conducted semi-structured interviews with 25 senior aca-demic staff from 13 academic colleges of education in Israel. Contribution The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innova-tion and transformation during the Covid-19 pandemic. Findings The findings obtained from content analysis of the interviews reveals a central concept: “On both sides of the divide”, and points of intersection in the per-ceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) be-tween innovation and conservation, and (3) between crisis and growth. The find-ings indicate that in times of crisis, the polarity surrounding issues essential to the organisation’s operation is reduced, and a blend is formed to create a new re-ality in which the various dichotomies merge. Recommendations for Practitioners The study has practical implications for the scope of discussions on the imple-mentation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should con-sider the perceptions of policymakers. Recommendations for Researchers The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should ex-amine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel)