Ina Blau
Biographic Data
| ID | 6510054 |
|---|---|
| NAME | Ina Blau |
| GIVEN NAMES | Ina |
| FAMILY NAME | Blau |
| SIGNATURE | BLAU I |
| AFFILIATIONS | Open University of Israel |
| ORCID | 0000-0001-5695-7221 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Game-Changer or Hype? A Longitudinal Study of GenAI Opportunities, Challenges, and Teaching–Learning Activities
Despite widespread claims that Generative Artificial Intelligence (GenAI) will transform education, longitudinal empirical evidence on its pedagogical integration remains limited. This study examines how GenAI use shapes teaching and learning practices over time. Using a mixed methods longitudinal design, the study draws on 34 semi structured interviews conducted at two time points, six to eight months apart, with 17 secondary school teachers who…
Promoting Parent-Teachers’ Wellbeing in Remote Instruction
This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (S…
Not All Immersive Technologies Are Equal
Immersive technologies such as Desktop Virtual Reality (DVR), Immersive Rooms (IR), and fully immersive Virtual Reality (VR) are transforming K-12 education by enabling experiential, multisensory, and participatory learning. Yet their pedagogical impact depends not only on hardware fidelity but on the interplay between technological affordances, instructional design, and learner characteristics. Guided by the Cognitive Affective Model of Immersiv…
Reality check in virtual worlds
This study investigates the instructional roles teachers perceive and enact when integrating immersive virtual technologies in K–12 classrooms, comparing low-immersive desktop VR (DVR), immersive rooms (IR), and fully immersive virtual reality (VR). Drawing on 31 teacher interviews and 42 classroom observations, teacher degree of centrality was analyzed using the teacher prototypes framework (sage, facilitator, guide, partner). Three case studies…
Building Resilience
This study examined technology adaptation and collaborative pedagogical practices within Flexible Emergency Learning Spaces (FELS) established during a military emergency to ensure sustainable and resilient education for displaced children and adolescents. A mixed-methods design combined 43 semi-structured interviews with teachers and principals across diverse FELS and 13 classroom observations, analyzed at the statement level. Data were analyzed…
Continuity and Quality in Pre-Service Teacher Preparation Across Modalities
Teacher preparation programmes must now ensure instructional continuity and quality across face-to-face, online, and hybrid modes, even amid health, climate, or security crises. This mixed-methods study examined which principles policymakers and teacher education directors deem essential for such resilience, and how those principles align with prior research and leadership theory. Semi-structured elite interviews (N = 25) were analyzed inductivel…
Digital Competencies for Effective GenAI Use in Secondary Schools
The family-work conflict among Israeli mothers-teachers in an era of changes and reforms in teaching and in motherhood
What is the degree of teacher centrality in optimal teaching of digital literacy in a technology-enhanced environment? Typology of teacher prototypes
This study explored the degree of teachers’ centrality in the classroom while developing digital literacies of their students and the pedagogical strategies which are employed by teachers in this process. We conducted a bottom-up analysis on 65 semi-structured interviews (n = 4372 statements) based on two conceptual frameworks: the Digital Literacy framework and the 5Cs framework with a nation-wide sample of elementary and secondary-teachers. The…
Social capital in high-schools
With technological development, social networking has become a powerful resource for building relationships, improving collaboration and facilitating learning processes. However, while the majority of educational research on this topic has focused mainly on university students’ use of social media, less is known about the potential of social media to enhance social capital and to facilitate learning among adolescents. Thus, the current study exam…
Teaching prototypes and pedagogical strategies in integrating Open Sim‐based virtual worlds in K‐12
Cultural background in digital literacy of elementary and middle school students
Typology of digital leadership roles tasked with integrating new technologies into teaching
This research explored how digital leaders, being teachers responsible for integrating technologies into teaching, envisaged their roles. Bottom-up content analysis of metaphors from 55 digital leaders revealed a typology describing them as change agents across three ‘extent’ and two ‘depth’ dimensions. Most leaders described the extent of change associated with their role consistently with the Islands of Innovation and Comprehensive Innovation f…
Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics
Writing private and shared annotations and lurking in Annoto hyper-video in academia
Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture
Collaborative learning is perceived as an important component of Information Communication Technologies (ICT) integration in schools. The purpose of this study was to examine an initiative of the Ministry of Education that promoted intra‐school and inter‐school digital collaborative learning projects. The participants were 159 district ICT leaders, who designed 37 digital collaborative projects containing 73 learning activities to promote inter‐s…
How do technological changes in formal education shape the social roles of teachers who are mothers
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students
The parents' tale
Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture
The purpose of this study was to examine the influence of online collaborative learning experiences on students' digital collaboration skills and on the sustainability of e‐collaboration in schools' culture—comparing individualistic versus collectivistic cultures. In addition, we explored how the leadership experience of schools' ICT coordinators was predicted by their sense of professionalism and cognitive, emotional and social aspects of percei…
Purpose and life satisfaction during adolescence
This study examined the characteristics of youth with different types of purpose in life, as well as the associations between adolescents’ life satisfaction, purpose in life, meaning in life, social support, and problematic digital use. The sample included 193 participants aged 14–18 who completed self-report questionnaires on life satisfaction, purpose in life, meaning in life, social support, and problematic digital use. The following purpose i…
Scaffolding game-based learning
Collaboration and psychological ownership
Social presence in online discussion groups
Purpose and life satisfaction during adolescence
This study examined the characteristics of youth with different types of purpose in life, as well as the associations between adolescents’ life satisfaction, purpose in life, meaning in life, social support, and problematic digital use. The sample included 193 participants aged 14–18 who completed self-report questionnaires on life satisfaction, purpose in life, meaning in life, social support, and problematic digital use. The following purpose i…
Social presence in online discussion groups
How do technological changes in formal education shape the social roles of teachers who are mothers
Social presence in online discussion groups
Collaboration and psychological ownership
Scaffolding game-based learning
Purpose and life satisfaction during adolescence
This study examined the characteristics of youth with different types of purpose in life, as well as the associations between adolescents’ life satisfaction, purpose in life, meaning in life, social support, and problematic digital use. The sample included 193 participants aged 14–18 who completed self-report questionnaires on life satisfaction, purpose in life, meaning in life, social support, and problematic digital use. The following purpose i…
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students
The parents' tale
Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture
The purpose of this study was to examine the influence of online collaborative learning experiences on students' digital collaboration skills and on the sustainability of e‐collaboration in schools' culture—comparing individualistic versus collectivistic cultures. In addition, we explored how the leadership experience of schools' ICT coordinators was predicted by their sense of professionalism and cognitive, emotional and social aspects of percei…
Writing private and shared annotations and lurking in Annoto hyper-video in academia
Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture
Collaborative learning is perceived as an important component of Information Communication Technologies (ICT) integration in schools. The purpose of this study was to examine an initiative of the Ministry of Education that promoted intra‐school and inter‐school digital collaborative learning projects. The participants were 159 district ICT leaders, who designed 37 digital collaborative projects containing 73 learning activities to promote inter‐s…
How do technological changes in formal education shape the social roles of teachers who are mothers
Typology of digital leadership roles tasked with integrating new technologies into teaching
This research explored how digital leaders, being teachers responsible for integrating technologies into teaching, envisaged their roles. Bottom-up content analysis of metaphors from 55 digital leaders revealed a typology describing them as change agents across three ‘extent’ and two ‘depth’ dimensions. Most leaders described the extent of change associated with their role consistently with the Islands of Innovation and Comprehensive Innovation f…
Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics
What is the degree of teacher centrality in optimal teaching of digital literacy in a technology-enhanced environment? Typology of teacher prototypes
This study explored the degree of teachers’ centrality in the classroom while developing digital literacies of their students and the pedagogical strategies which are employed by teachers in this process. We conducted a bottom-up analysis on 65 semi-structured interviews (n = 4372 statements) based on two conceptual frameworks: the Digital Literacy framework and the 5Cs framework with a nation-wide sample of elementary and secondary-teachers. The…
Social capital in high-schools
With technological development, social networking has become a powerful resource for building relationships, improving collaboration and facilitating learning processes. However, while the majority of educational research on this topic has focused mainly on university students’ use of social media, less is known about the potential of social media to enhance social capital and to facilitate learning among adolescents. Thus, the current study exam…
Teaching prototypes and pedagogical strategies in integrating Open Sim‐based virtual worlds in K‐12
Cultural background in digital literacy of elementary and middle school students
Building Resilience
This study examined technology adaptation and collaborative pedagogical practices within Flexible Emergency Learning Spaces (FELS) established during a military emergency to ensure sustainable and resilient education for displaced children and adolescents. A mixed-methods design combined 43 semi-structured interviews with teachers and principals across diverse FELS and 13 classroom observations, analyzed at the statement level. Data were analyzed…
Continuity and Quality in Pre-Service Teacher Preparation Across Modalities
Teacher preparation programmes must now ensure instructional continuity and quality across face-to-face, online, and hybrid modes, even amid health, climate, or security crises. This mixed-methods study examined which principles policymakers and teacher education directors deem essential for such resilience, and how those principles align with prior research and leadership theory. Semi-structured elite interviews (N = 25) were analyzed inductivel…
Digital Competencies for Effective GenAI Use in Secondary Schools
The family-work conflict among Israeli mothers-teachers in an era of changes and reforms in teaching and in motherhood
Game-Changer or Hype? A Longitudinal Study of GenAI Opportunities, Challenges, and Teaching–Learning Activities
Despite widespread claims that Generative Artificial Intelligence (GenAI) will transform education, longitudinal empirical evidence on its pedagogical integration remains limited. This study examines how GenAI use shapes teaching and learning practices over time. Using a mixed methods longitudinal design, the study draws on 34 semi structured interviews conducted at two time points, six to eight months apart, with 17 secondary school teachers who…
Promoting Parent-Teachers’ Wellbeing in Remote Instruction
This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (S…
Not All Immersive Technologies Are Equal
Immersive technologies such as Desktop Virtual Reality (DVR), Immersive Rooms (IR), and fully immersive Virtual Reality (VR) are transforming K-12 education by enabling experiential, multisensory, and participatory learning. Yet their pedagogical impact depends not only on hardware fidelity but on the interplay between technological affordances, instructional design, and learner characteristics. Guided by the Cognitive Affective Model of Immersiv…
Reality check in virtual worlds
This study investigates the instructional roles teachers perceive and enact when integrating immersive virtual technologies in K–12 classrooms, comparing low-immersive desktop VR (DVR), immersive rooms (IR), and fully immersive virtual reality (VR). Drawing on 31 teacher interviews and 42 classroom observations, teacher degree of centrality was analyzed using the teacher prototypes framework (sage, facilitator, guide, partner). Three case studies…
Psychology (16 works) · Computer Science (10 works) · Educational technology (10 works) · Pedagogy (10 works) · Mathematics education (9 works) · Sociology (9 works) · Online and Blended Learning (7 works) · Innovative Teaching and Learning Methods (6 works) · Child Development and Digital Technology (5 works) · Qualitative research (5 works)