Abstract:

It is not surprising that the education system accelerated the processes to align distance learning with the digital age. Most of the digital tools were handy and easily accessible to teachers and students, even before the Corona period. Another part was invented and developed during the Corona period to be used in distance learning.

Teachers are a key factor in designing a variety of personalized learning (PL) pathways for the student. The aim of this approach is to adapt learning to the knowledge, skills, needs, and interests of each student. Personalized learning and the ease of use of digital instrumentation face teachers with challenging questions and decisions, e.g. What is the new learning format desired? What is the new place and role of the teacher in the classroom? What is the status of the teacher in the education system in this digital age? To meet the demands of today’s education, teachers must develop skills of the 21st century: cooperation, teamwork, strategic activities, personal reflection, development, and research, knowledge exchange, and the use of mass wisdom as part of the decision process.

This paper examines the role and responsibility of teachers in personalized and digital learning environments and the changes that personalization of learning introduces into the teaching process. Digital learning environments and personalized learning require a complex learning environment and teaching models, according to which teachers project and lead the lesson, assist students, and communicate effectively with students in their learning process. The research results described in this article highlight the advantages and limitations of these learning models.
The research comprises two stages. In the first stage, 152 teachers in the Israeli education system (in two main educational networks for the high school education system) participated during the Corona period in a survey on digital tools-based teaching.

The second stage of the research is based on a customized learning system REVODUCATE, which takes into account the student's profile, including his or her interests and learning abilities, in order to create a personal learning path. The survey is conducted with students and teachers. The students participated in the research as follows: four high school science classes (24-27 students per class) implemented the personalized learning method and other four classes with the exact learning subject were control groups using digital tools and the traditional method. The first group of students improved their achievements at all levels and showed greater participation in their learning process, with less needed contribution from the teacher in comparison to the digital tools-based learning group and the traditional method. Personal interviews were conducted with teachers as learning managers and mentors and with teachers who possess relevant key positions in the education management system. They mentioned an improvement in learning management in their personalized learning classrooms in all parameters, compared to the traditional learning and digital tools learning settings.

Keywords:

Digital era, personalized learning, student profile, learning management, mentor, digital learning environment, teacher role.