Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

Ina Blau, Ronen Grinberg, Tamar Shamir-Inbal

Research output: Contribution to journalArticlepeer-review


This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.

Original languageEnglish
Pages (from-to)32-48
Number of pages17
JournalComputers in the Schools
Issue number1
StatePublished - 2 Jan 2018

Bibliographical note

Publisher Copyright:
© 2018 Taylor & Francis Group, LLC.


  • Metaphors of learning
  • acquisition, participation and knowledge creation metaphors
  • added value of technology to pedagogy
  • metaphors of digital learning
  • metaphors-based analysis of pedagogical perspectives and practices
  • toolbox, active player, creative mind, shared desktop and inter-connected world metaphors


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