The Implementation Process of A Computerized Padagogical Management System In Arab and Jewish Schools in Israel

Integrating technology in education

The age of digital technology is characterized by the rapidness of communication techniques, the easy accessibility, the convenience of usage, useful utilization of time consuming in getting information and in communicating. These traits have also been transferred to the learning process. Aside from the above-mentioned qualities digital tools have additional benefits to the traditional learning techniques regarding autonomy, participation, extension of knowledge through academic resources available on the Internet, active learning and using the pupils' language communication devices such as smart phones and social media (Mahdi, 2018). For example, new and innovative techniques in order to enhance foreign language learners in Romania, revealed a low usage in digital tools for learning, and a high usage of technology for entertainment purposes and social media. Research findings proved that combining education and learning on digital platforms enhance the students' academic achievements (Cojocnean, 2016). One can learn from the below mentioned examples of technological benefits in the learning process: a. determination – finding a definition of a new word on a digital device provides the pupils with more practice with words as well as retention; b. learning while interacting with others on an online environment; c. meta-cognitive-cognitive – focus on learning new vocabulary using a digital device; d. memory – using digital strategies to assist in memorizing new words. The digital tools included in the research were computer-assisted vocabulary learning programs and exercises, online, lexical and electronic dictionaries, social networking, websites and apps. Usage of technology may be increased by educational supervision, teachers’ guidance, a lack of awareness of the advantages in computer-aided vocabulary learning and a students’ preference to using technology for entertainment, games, texting, music, videos rather than academic purposes (Cojocnean, 2016).

Mahdi's (2018) research coveys a similar approach stating the advantages of using mobile devices in teaching. The mobile technologies have created new opportunities that support learning in various fields. They are capable of performing a multitude of tasks, such as take pictures, make audio, make video recordings and movies, watch videos, send and receive audio, video and text messages, access social media and the Internet. Furthermore, the devices become more and more powerful, cheaper in price and available to the majority of pupils. In summary, efforts in design and planning of lessons in the classroom are recommended in order to enable intrinsic motivation. Learners need to be encouraged by developing feelings of success, competence and belonging in a social and educational context. Digital tools have proven to be beneficial in enhancing learning by providing new forms of expression for students such as presentations, video clips, etc. Educational awareness of the beneficial aspects of various computer and Internet programs available should be directed at both the educational staff and the students (Mahdi, 2018).

The use of mobile devices for second language learning has become widely used in American schools. The effects of using technology for teaching English to foreign students has promising effects on instruction which led to arise in the learners' motivation, self-efficacy, engagement and increased students' time with academic content. Recent research in pedagogy is bringing about new trends in teaching techniques which accentuate a pupil's strengths rather than focus on weaknesses as positive psychological feedback can enhance motivation and learning outcomes (Mahdi, 2018).

Technology in increasing intrinsic motivation

Cheaper devices and stronger technologies allow e-readers to accomplish numerous tasks such as provide a built-in dictionary, oral narration of texts. On the one hand, they provide entertainment such as music, games, videos, social media, on the other hand, they provide academic content, grammar, spelling, science content, formulas, calculations, translations – important features for enhancing learning (Mahdi, 2018). These multimodal features of mobile devices give added enjoyment, motivation, self-confidence and self-efficacy. Furthermore, generally speaking, technology offers tools for creativity; it brings teachers, parents and students together as a community in the learning process. The Internet offers massive academic information resources, written feedback opportunities, enhanced motivation, cooperative learning and more opportunities for learners' autonomy (Mahdi, 2018). Recent research on the usage of mobile devices in learning has revealed the emergence of new practices. Learning across channels both educational as well as entertainment and social interactions provide learners with the opportunity to use the target language in meaningful ways. Communication in their daily life increases the time spent on learning. Furthermore, learners have the autonomy of choosing their own learning content which makes the process more interesting, they may share the content with their teachers and peers, they may receive feedback instantaneously on their mobile devices, all which make the learning process more enjoyable. In addition, pupils can practice listening, reading, speaking and writing on their mobile devices.

The definition of an autonomous learner, "one who takes charge of his/her own learning" Holec (1981) and who understands the purpose of their learning, is one who takes significant responsibility, ability to organize and control, self-regulation (planning, guiding, monitoring), setting goals, identifying strategies, study plans, reflections, choosing relevant resources, assessing progress. The specific traits of an autonomous learner are: highly motivated, goal-oriented, inquisitive, hard-working, enthusiastic, curious, interested, well organized, active, initiative, flexibility, studies individually as well as in collaboration. Autonomous learners develop motivation and reflective resources and entertain positive feelings about themselves, their school work and affective benefits such as engagement, satisfaction, happiness and well-being (Shadiev et al., 2018). Factors that enhance intrinsic motivation are connected to positive feedback, feeling of satisfaction, competence, autonomy and are stressed in Self-Determination Theory and in Cognitive Evaluation Theory stressed by Ryan and Deci (2000). In order to achieve intrinsic motivation and self- determined learning classroom conditions need to adjust to three basic human needs: a feeling of belonging, a feeling of competence and receptivity in learning new ideas and skills.

Learning Management Software (Mashov)

In accordance with all the academic literature on theories, models and reforms that focus on improving students' achievement results as well as decreasing educational gaps, digitized management in education embodies a multitude of educational aims. Primarily, learning management software called in Hebrew "Mashov", provides teachers with a tool that can monitor the individual progress of each and every pupil. This teaching strategy allow for individual and differential teaching; the regular monitoring of the pupils' understanding and knowledge can be altered by the teacher immediately without having to wait for end of the year examinations. The time element has an impact on decreasing educational gaps as well as correcting pupils' errors and teachers' changing of pedagogical strategies (Luckner & Bowen, 2010). Specific attention to individual is time consuming therefore the software reduces teachers' time by supplying a quick assessment tool that identifies the students that encounter problems as well as the possibility of changing the teaching strategy rapidly (Stecker et al., 2008).

An additional facet of Mashov stems from Leithwood's transformative leadership in education which emphasizes open communication practices within the school. Interactions and communication between the principal, teachers, staff and students enhance the learning environment of the school. Blau and Hameirie's (2010) research stressed the increase of interpersonal interactions in school through using the various online channels not only on school topics but teachers' feedback, parent- teacher interaction and increased parent involvement in the child’s progress.

The exchange of knowledge is an important facet of the learning process. Mashov offers a platform for the easy exchange of knowledge and information between students and their teachers (Chen & Epperson, 2008). Roger's (2003) theories of innovation posit that new ideas take time to disseminate, however, a. creating the platform b. setting the organizational structure c. introducing these new ideas are steps to be taken. There is a distinction between Learning Management System that focuses on organizational aspects such as immediacy, transparency, monitoring, feedback and interaction whereas Learning Content Management or Content Management System is a separate system that focuses on learning content (Blau & Hameirie, 2010). Pedagogical management consists of monitoring, a collection of information from multiple sources such as teaching methods, student achievements, maintaining records and reporting systems so that information can be retrieved, and conclusions drawn instantly (Feldman & Blau, 2012). Analyzing the pupil’s results will allow for optimal utilization of school resources, monitoring progress, flexibility in planning and teaching strategies and drawing conclusions. Feldman and Blau's (2010) research pointed out the importance of information sharing about a student between faculty, professional teachers, homeroom teachers and parents in order to get a complete understanding of the pupil. At times, weakness is due to internal factors such as family crises, illness, mental state, and so on.

Research Based on a comprehensive literature review, a discussion was held on the subject of the computerized pedagogical management system. The theoretical background was based on Blau and Hameirie 's (2020) analysis for these systems as well as other state-of-the-art on this subject.