Noga Magen-Nagar^1,, Tamar Shamir-Inbal²

The current research examines the impact of the national ICT program on changing classroom performance of teachers in regard to both use of technology and perception of resulting changes. The research methodology integrated qualitative and quantitative methods. A total of 1,035 elementary school teachers who joined the program in 2010-2011 participated in a semi-enclosed questionnaire that was constructed especially for this research. The main finding indicates that a large-scale change occurred in teachers' classroom activity and in their perceptions of pedagogical essence, which is necessary for the integration of technology into teaching. However the findings indicate that most teachers use technology as a supplement for existing teaching-learning methods, and do not implement a meaningful change in their work that may lead to transforming the teaching-learning task from traditional to advanced digital teaching methods. It can be assumed that if the educational system continues to support the training of teachers and consistently and systematically outlines a suitable pedagogical path, a significant change in teachers' work characteristic of teachers can be expected in the course of the next several years.

technological tools and services, digital teaching, digital learning, collaborative learning, pedagogical change