The "Program for Adapting Teacher Education Colleges for the 21st Century" was introduced by the Israeli Ministry of Education in 2011, encouraging teacher education colleges to expose the students to "new pedagogy" techniques and train them in intelligent usage of ICT and developing pedagogical innovation, which would lead to a successful and efficient integration of the students in the digital era (Ministry of Education, 2011). Achva Academic College has built a special Active Learning Classroom (ALC) designed to provide the environment and tools for experiencing new technologies and methodologies for teaching and learning. The ALC was designed in a collaboration between pedagogic and technological teams, thus it was fitted with diverse fixed and mobile modern technologies, supporting interactive and collaborative teaching and learning with inherent testing, review, feedback and reporting utilities. The premise for ALC construction was that providing the space and technical infrastructure that could encourage cooperative learning and support any pedagogic requirement will advance the usage of the technology and promote innovative pedagogy (Kolloffel, Eysink, & de Jong, 2011).

Though physical and technological infrastructure is a prerequisite for new pedagogical thinking, initial classroom usage proved these were not enough - when the ALC started operating, most professors didn't know how to maximize its technological advantages. The teachers' teachers were thus offered professional instrumental and pedagogical support throughout the academic year, and during the first year of activity, the ALC served as a laboratory for both faculty and staff, learning to use new technologies. Acceptance of the methodological changes by teachers of teachers and their experience with innovative teaching-learning process are essential for supplying education students with real-life experience of design, construction and implementation of innovative pedagogies (Fullan, 2001), and the effectiveness of the implementation and successful adaption to the changes depend on pedagogical skills and beliefs of the teachers (Borko, 2004).

The current study sets to examine teachers' perceptions towards new pedagogy after having experienced the ALC for a year. We sought to recognize and classify teaching patterns, to identify usage of pedagogical and technological innovations and to test barriers and facilitators to teacher usage of the ALC. We further explored the relationships between teaching patterns, demographic factors and professional factors using TPACK framework as an underlining model.

The Ministry of Education encourages schools to apply "21st century new pedagogy" in order to provide meaningful learning. New pedagogy has an important part in the discourse regarding the integration of digital technologies in teaching and learning (Jung & Latchem, 2011). Meaningful learning requires that learning be perceived as valuable and meaningful to the learner, relating to his world, concepts, cognition and emotions (Pellegrino, & Hilton, 2013). Meaningful learning could benefit from digital learning as an innovative pedagogical infrastructure, applying a full range of pedagogical learning methods, using information and technology-based communication that enables empowered learning (Rogers, 2003).

Digital learning requires varied technological tools enabling access to online and offline knowledge and it is enhanced by structured yet flexible pedagogical processes. Koehler & Mishra (2009) suggested the Technological Pedagogical and Content Knowledge framework. At the intersection between primary forms of knowledge, we find integrated knowledge skills. The TPACK knowledge at the center of the model is characterized by the teacher's ability to wisely integrate technology into teaching and to design learning activities that use the most suitable pedagogical principles and practices in order to provide the best understanding of the learned content (Shamir-Inbal, Dayan, & Kali, 2009).

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