Baruch Offir

ACADEMIC PROFILE

My theoretical approach is utilization of Information Technology in Education. Today my main research subject is methods of using the Distance Learning System in education. In 37 researches during the last 22 years, different variables were defined, isolated and evaluated. These variables are connected to the teachers' and learners' personalities, attitudes and abilities, the subject and methods of teaching, individual and group learning, cost effectiveness of training systems, sex, age, aims of learning, etc. The information collected by the researchers is used in defining models which can help in the process of decision making and in finding strategies concerning methods of operating technology in education. The models became more accurate as more and more information was collected during the years of research. Models of cooperation between teachers and technology were drawn, how and where technology can be an effective aid to the teacher in achieving the aim of education.

Evaluating the personality of the teacher and the attitude towards using computers in learning and evaluating the connection between change and personality variables show that the risk-taking trait seems to be necessary for the adoption of a new and innovative instructional and teaching method. Low level risk-taking seems to indicate traditionalism in the teacher's perceptions of teaching and instruction, and as such, impairs the low level risk-takers' ability to come to terms with novel classroom methods.

When the use of computers in the classroom situation is universally perceived to be totally successful, innovation can be introduced into classrooms. It was found that computers will be used in the process of teaching when it does not harm the teacher's status. The teacher's willingness to use computers in the process of teaching can be influenced by different factors, such as: methods of using computers, aims of teaching, roles of teachers, roles of computers in the process of learning.

The defined model presents the changes in teacher and computer roles in the process of learning and how this change depends on the aims of learning and the method of using computers. Such a model, which is based on collected information, can direct us in decision making about the method of operating technology and the Distance Learning System as an aid to the teacher in achieving the aim of teaching.

In 2009 I published my theory in a book entitled: The Process of Change in Education: Moving from Descriptive to Prescriptive Research. The book presents models suitable for managing a teaching system. These models grew and were modified based on dozens of field studies carried out within the framework of the "Distance Learning Laboratory" at Bar-Ilan University. Researches carried out by the research team attempted to identify and define variables that are significant and essential for activating learning systems. Within this framework they tried to define various goals of learning and methods for activating learning systems. The relation between the method and the learning goal enabled them to try to define the teacher's role and contribution, and the role of the technological system. Each goal requires a different method and the teacher's role and the role of the technological system are different for each goal. Complete harmony and coordination exist between the goal of learning, the teaching method, the teacher's role and the role of the technological systems. Educated and accurate integration of these factors will lead to the achievement of the learning goals. The effectiveness of learning is determined by the extent to which it succeeded in achieving the learning goals.