{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,19]],"date-time":"2024-09-19T15:22:30Z","timestamp":1726759350185},"reference-count":29,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2010,11,18]],"date-time":"2010-11-18T00:00:00Z","timestamp":1290038400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2010,12]]},"abstract":"Abstract<\/jats:title>Closing educational gaps between sub\u2010populations in Israel, particularly between students in Hebrew\u2010speaking and Arabic\u2010speaking schools, persists to be one of the priorities of Israel's education system. In the field of information and communication technology (ICT), this goal refers to infrastructure as well as practice, i.e. teaching and learning. A secondary analysis of Second Information Technology in Education Study 2006 study findings portrays a multifaceted state of affairs on some issues, e.g. vision and goals, attitudes on ICT importance in general and as a lever for paradigmatic change in particular. This is contrary to expectations due to the inequality in allocation (mainly of infrastructure) between the two sectors. Arabic\u2010speaking mathematics teachers indicate greater ICT usage in their target class, while among science teachers, Hebrew\u2010speaking teachers report greater usage and influence on their pedagogy, indicating innovative usage.<\/jats:bold> Conclusions suggest that further effort is needed to close the gaps between Hebrew\u2010 and Arabic\u2010speaking schools as well as collaboration and exchange of ideas, information and educational experience between staff members from both sectors.<\/jats:p>","DOI":"10.1111\/j.1365-2729.2010.00374.x","type":"journal-article","created":{"date-parts":[[2010,11,19]],"date-time":"2010-11-19T05:08:20Z","timestamp":1290143300000},"page":"492-506","source":"Crossref","is-referenced-by-count":12,"title":["ICT use in education: different uptake and practice in Hebrew\u2010speaking and Arabic\u2010speaking schools in Israel"],"prefix":"10.1111","volume":"26","author":[{"given":"R.","family":"Nachmias","sequence":"first","affiliation":[]},{"given":"D.","family":"Mioduser","sequence":"additional","affiliation":[]},{"given":"A.","family":"Forkosh\u2010Baruch","sequence":"additional","affiliation":[]}],"member":"311","published-online":{"date-parts":[[2010,11,18]]},"reference":[{"key":"e_1_2_6_2_1","first-page":"49","article-title":"Cultural perceptions: the missing element in the implementation of ICT in developing countries","volume":"2","author":"Albirini A.","year":"2006","journal-title":"International Journal of Education and Development Using Information and Communication Technology"},{"key":"e_1_2_6_3_1","first-page":"129","article-title":"The digital dilemma: preserving Native American culture while increasing access to information technology on reservations","volume":"1","author":"Bissel T.","year":"2004","journal-title":"Journal of Law, Technology and Policy"},{"key":"e_1_2_6_4_1","volume-title":"The Field of Cultural Production","author":"Bourdieu P.","year":"1993"},{"key":"e_1_2_6_5_1","volume-title":"Annual Facts and Figures","author":"Central Bureau of Statistics","year":"2008"},{"key":"e_1_2_6_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-8535.00111"},{"key":"e_1_2_6_7_1","volume-title":"National Plan for Education","author":"Dovrat Committee \u2013 Task Force for the Advancement of Education in Israel","year":"2005"},{"key":"e_1_2_6_8_1","doi-asserted-by":"crossref","first-page":"23","DOI":"10.21061\/jte.v20i2.a.2","article-title":"Technology\u2010based content through virtual and physical modeling: a national research study","volume":"20","author":"Ernst J.V.","year":"2009","journal-title":"Journal of Technology Education"},{"key":"e_1_2_6_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10775-006-9001-8"},{"key":"e_1_2_6_10_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1025671617454"},{"key":"e_1_2_6_11_1","volume-title":"Background Report on School Outcomes in the Arab Sector Presented to the Child Rights Committee in the Knesset","author":"Knesset Research and Information Center","year":"2008"},{"key":"e_1_2_6_12_1","doi-asserted-by":"publisher","DOI":"10.1080\/13691180600630740"},{"key":"e_1_2_6_13_1","volume-title":"Differences in Resources and Achievement in the Arab Education in Israel","author":"Lavi V.","year":"1997"},{"key":"e_1_2_6_14_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4020-8928-2"},{"key":"e_1_2_6_15_1","doi-asserted-by":"publisher","DOI":"10.1109\/TEM.2002.808257"},{"key":"e_1_2_6_16_1","first-page":"14","article-title":"Cultural aspects and digital divide in Europe","volume":"3","author":"Maier\u2010Rabler U.","year":"2002","journal-title":"Medien Journal"},{"key":"e_1_2_6_17_1","volume-title":"The Education System: Facts and Figures","author":"Ministry of Education","year":"2007"},{"key":"e_1_2_6_18_1","volume-title":"The Education System: Facts and Figures","author":"Ministry of Education","year":"2008"},{"key":"e_1_2_6_19_1","volume-title":"Innovative Pedagogical Practices Using Information and Communication Technologies","author":"Mioduser D.","year":"2006"},{"key":"e_1_2_6_20_1","first-page":"163","volume-title":"International Handbook of Information Technology in Education","author":"Nachmias R.","year":"2008"},{"key":"e_1_2_6_21_1","volume-title":"SITES 2006 ICT in Mathematics and Science Education Study in Israel","author":"Nachmias R.","year":"2009"},{"key":"e_1_2_6_22_1","unstructured":"PinkettR.(2000)Bridging the digital divide: sociocultural constructionism and an asset\u2010based approach to community technology and community building. 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