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ORCIDTamar Inbal-Shamir
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2020 – today
- 2024
[j12]Tamar Shamir-Inbal, Orit Avidov-Ungar, Shlomit Hadad, Ina Blau:
Characteristics and effectiveness of formal and informal teacher professional development for remote teaching of educators in different career stages. Res. Pract. Technol. Enhanc. Learn. 20: 21 (2024)- [c3]Liron Levy-Nadav
, Tamar Shamir-Inbal, Ina Blau:
Integrating Generative Artificial Intelligence Tools to Develop Digital Competences in Secondary Schools. EC-TEL (2) 2024: 113-118 - 2023
- [j11]Yael Sidi, Tamar Shamir-Inbal, Yoram Eshet-Alkalai:
From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic. Comput. Educ. 201: 104831 (2023) - [j10]Erez Porat, Tamar Shamir-Inbal, Ina Blau:
Teaching prototypes and pedagogical strategies in integrating Open Sim-based virtual worlds in K-12: Insights from perspectives and practices of teachers and students. J. Comput. Assist. Learn. 39(4): 1141-1153 (2023) - [j9]Tamar Shamir-Inbal, Esti Schwartz, Ina Blau:
What are the pedagogical characteristics of elementary emergency e-learning? Crosschecking learning activities' analysis with perspectives of teachers, students and parents. Res. Pract. Technol. Enhanc. Learn. 18: 38 (2023) - [c2]Tamar Shamir-Inbal, Talia Or-Griff, Ina Blau:
The Added Value of Simulations in 3D Virtual Worlds for Professional Training of First Aid Medical Teams. EC-TEL 2023: 648-655 - 2022
- [j8]Yael Sidi, Ina Blau, Tamar Shamir-Inbal:
Mapping active and collaborative learning in higher education through annotations in hyper-video by learning analytics. J. Comput. Assist. Learn. 38(6): 1752-1764 (2022) - 2021
- [j7]Tamar Shamir-Inbal, Ina Blau:
Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e-CSAMR framework. J. Comput. Assist. Learn. 37(3): 825-838 (2021) - 2020
- [j6]Ina Blau, Tamar Shamir-Inbal, Orit Avdiel:
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? Internet High. Educ. 45: 100722 (2020) - [j5]Ina Blau, Tamar Shamir-Inbal, Shlomit Hadad:
Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability. J. Comput. Assist. Learn. 36(5): 672-687 (2020)
2010 – 2019
- 2017
- [j4]Ina Blau, Tamar Inbal-Shamir:
Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Comput. Educ. 115: 69-81 (2017) - [j3]Ina Blau, Tamar Inbal-Shamir:
Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders. Educ. Inf. Technol. 22(3): 769-787 (2017) - [j2]Orit Avidov-Ungar, Tamar Shamir-Inbal:
ICT Coordinators' TPACK-based Leadership Knowledge in their Roles as Agents of Change. J. Inf. Technol. Educ. Res. 16: 169-188 (2017) - 2013
- [j1]Orit Avidov-Ungar, Tamar Shamir-Inbal:
Empowerment Patterns of Leaders in ICT and School Strengths Following the Implementation of National ICT Reform. J. Inf. Technol. Educ. Res. 12: 141-158 (2013)
2000 – 2009
Coauthor Index
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