Abstract:

In recent years, there has been an increase in the use of innovative technologies in the educational system. The role of the teacher has changed from teacher to facilitator who teaches the students how to streamline the learning process and become an independent learner. Teachers provide teaching that both inspires and means more to students. Through the use of technology, learning can become a unique and engaging experience, thus promoting students' academic success and development.

Teaching combined with innovative technology presents a variety of advantages to learning processes. It focuses on the user and allows the student to learn at his own pace. In addition, it allows adaptation of different learning styles. Teaching combined with innovative technology encourages students to develop higher thinking skills. Students also use a variety of technological tools and platforms that enhance their learning experience. The combination of teaching and technology is central to advancing students' thinking and creative skills. In addition, successful implementation of technology in the classroom requires teachers to have a broad familiarity with the various technological tools and the ability to use them skillfully. Teacher training using advanced technological tools helps teachers overcome challenges and maximize the educational benefits of technology.

The Special Education Law in Israel was enacted in 1988 and its purpose is to protect the rights of students with special needs in the educational system. The law stipulated that all children between the ages of three and twenty-one, with special needs, are entitled to receive special education. The use of technology in special education is not a new phenomenon in recent years. Technologies are a potential tool for advancing the educational needs of children with a specific learning disorder and improving learning efficiency.

The research question is, will there be differences in the implementation of innovative technology between teachers in regular education and special education teachers in elementary schools? The study was conducted using the quantitative approach. A questionnaire was administered to 100 teachers from the educational system from grades 1-6 from various localities in Israel.

The findings of the study indicate that there is a significant difference in the implementation of innovative technology between teachers in regular education and teachers in special education. It was also found that special education teachers assimilate technology to a higher degree than teachers who teach in regular education. The assimilation of technology is expressed in the use of computers, electronic communication, types of tools and materials, activities and the integration of ICT in learning. It was also found that there is a clear positive relationship between teaching seniority and the assimilation of innovative technologies, And from the regression Analysis that was performed, it was found that seniority is the variable that predicts the implementation of innovative technology. The research contribution is to reveal the diverse and common uses among teachers, especially special education teachers.

Keywords:

Special Education, ICT, Technology.