The Extent to Which Mathematics Teachers Implement Educational Technology Applications at the Secondary Stage from Mathematics Teachers' and Supervisors' Perspective in the South of Jordan

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