Abstract
ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive emotions towards this integration. Thus the findings indicate that the teachers are ready for the integration of technology in their teaching, and this readiness is represented not only by the participating teachers' perceptions of and attitudes towards the integration of technology in teaching and learning, but also in their intention to do so.
Highlights
New technologies in general and in particular new educational technologies make available for teachers advanced and user friendly tools to be used by the pupils for deeper understanding of the subject matter
These technologies "enable teachers to work collaboratively with students while the students themselves become more immersed in their own learning" ([1], p. 67). This educational situation is enabled due to the potentialities of the technological tools because they encourage students' active roles and independence, allow them to observe the investigation of scientific phenomena in various representations, and develop deeper understanding of the studied subject. These qualities are supposed to encourage teachers in general and mathematics teachers in particular to use ICT in their teaching
Research tools Data collecting tools: A questionnaire was prepared by the researchers based on two questionnaires which are commonly used in the international research regarding teachers' attitudes towards using ICT in teaching
Summary
New technologies in general and in particular new educational technologies make available for teachers advanced and user friendly tools to be used by the pupils for deeper understanding of the subject matter These technologies "enable teachers to work collaboratively with students while the students themselves become more immersed in their own learning" This educational situation is enabled due to the potentialities of the technological tools because they encourage students' active roles and independence, allow them to observe the investigation of scientific phenomena in various representations, and develop deeper understanding of the studied subject These qualities are supposed to encourage teachers in general and mathematics teachers in particular (because of the multiple mathematical representations that technological tools provide for mathematical concepts, procedures and topics) to use ICT in their teaching. These aspects include: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to integrate ICT in their teaching
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