Abstract
The study aimed to investigate the extent to which mathematics teachers implement educational technology applications in the secondary stage from the point of view of mathematics teachers and supervisors in the south of Jordan .To achieve the objective of this study, a study tool was developed and its validity and reliability was verified, then it was distributed to a sample of (116) teachers and (20) supervisors. The study concluded the following results: The extent to which mathematics teachers implement educational technology applications in the secondary stage from the mathematics teachers' perspective in south of Jordan was high, while the extent to which mathematics teachers employ educational technology applications in the secondary stage from the mathematics supervisors' perspective in south of Jordan was a medium, and the results also indicated that there were statistically significant differences at the level of significance (α ≤ 0.01) as to the extent to which mathematics teachers employ educational technology applications in the secondary stage from the mathematics teachers' view in south of Jordan and was attributed to gender and in favor of mathematics female teachers. The variable of academic degree was in favor of post-graduate studies, while the results indicated that there were no statistically significant differences due to the years of the service variable. One of the most important recommendations was to provide government schools with educational technology applications and to train teachers to use them because they have a significant impact that is directly reflected on the student and teacher. Keywords : Educational Technology Applications, Mathematics Supervisors, Secondary Stage. DOI: 10.7176/JEP/12-31-03 Publication date: November 30 th 2021
Highlights
Educators have realized the benefits and advantages of educational technology in the learning and teaching process because of the positive effects that studies and research have proven, and because they have a direct impact and reflection on educational outcomes, and the skills, experiences and knowledge that are equipped effectively, which enables the future generation of learners to encounter challenges and keep pace with the accelerating age of technology- with its different types -which offer a variety of experiences(Alyan and Debs, 1999)
The study aimed to investigate the extent to which mathematics teachers implement educational technology applications in the secondary stage from the point of view of mathematics teachers and supervisors in the south of Jordan .To achieve the objective of this study, a study tool was developed and its validity and reliability was verified, it was distributed to a sample of (116) teachers and (20) supervisors
The study concluded the following results: The extent to which mathematics teachers implement educational technology applications in the secondary stage from the mathematics teachers' perspective in south of Jordan was high, while the extent to which mathematics teachers employ educational technology applications in the secondary stage from the mathematics supervisors' perspective in south of Jordan was a medium, and the results indicated that there were statistically significant differences at the level of significance (α ≤ 0.01) as to the extent to which mathematics teachers employ educational technology applications in the secondary stage from the mathematics teachers' view in south of Jordan and was attributed to gender and in favor of mathematics female teachers
Summary
Educators have realized the benefits and advantages of educational technology in the learning and teaching process because of the positive effects that studies and research have proven, and because they have a direct impact and reflection on educational outcomes, and the skills, experiences and knowledge that are equipped effectively, which enables the future generation of learners to encounter challenges and keep pace with the accelerating age of technology- with its different types -which offer a variety of experiences(Alyan and Debs, 1999). Due to the importance of mathematics and mathematical concepts in our daily and practical life, it was necessary to include technological applications in the curricula that educational institutions teach, so this study aimed to reveal the implementation of educational technology applications by mathematics teachers at the secondary stage from the mathematics teachers' and supervisors' perspective inthesouth of Jordan. 2.1 THE PROBLEM AND QUESTIONS OF THE STUDY: Many international and local exams as (TIMS)have indicated a great weakness among learners, as well as a weakness in mastering basic skills and concepts in mathematics, and to the inability to link knowledge to life, because mathematics is mostlyan applied subject.Through a long experience, the researcher noticed considerable weakness attributed to the abstract nature of mathematics and teachers' inability or lack ofsufficient knowledge to use technology, so it is necessary to integrate technology and its applications in terms of content, activities and evaluation. Was there a difference as to mathematics teachers' implementation of educational technology applications in the schools of directorates of education in south of Jordan from the teachers' perspective according to educational qualifications, gender, and experience?
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