Changes in the attitudes of mathematics and science teachers toward the integration and use of computerized technological tools as a result of the COVID-19 pandemic
Anat Klemer 1 * , Ruti Segal 2 , Shirley Miedijensky 2 , Ronit Herscu-Kluska 2 , Anatoli Kouropatov 3
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1 Department of Education, Western Galilee College, Acre, ISRAEL2 Faculty of Graduate Studies, Oranim Academic College, Tivon, ISRAEL3 Department of Mathematics, Levinsky College of Education, Tel-Aviv, ISRAEL* Corresponding Author


This quantitative retrospective study examines a non-probable convenience sample of 104 in-service mathematics and science teachers with the aim to understand their changes in attitudes toward the integration and use of information and communications technology (ICT) as a result of the COVID-19 pandemic. Data included a self-report questionnaire. The results indicate an increase in teachers’ knowledge regarding the e-learning environments available at their schools. The teachers revealed that before the pandemic, they mostly used computer tools to support struggling students or carry out basic calculations. However, during, because they had to plan distance learning environments, they introduced adaptive pedagogical use of ICT tools for all their students. The findings reveal that most teachers experienced difficulties emanating from lack of preparation time, technological knowledge, and/or technical conditions, thus suggesting that policymakers must decide how to provide adequate knowledge and technical support to allow teachers to successfully integrate computerized technologies into their teaching.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 7, July 2023, Article No: em2295

Publication date: 01 Jul 2023

Online publication date: 25 May 2023

Article Views: 1284

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