Investigating the skills of integrating Internet tools in teaching by math teachers of secondary schools in Ahvaz first educational district

• Main Authors: Gh. M. Rahimidoost, F. Moosavi, A. Masnavi
• Format: Article
• Language: fas
• Published: Shahid Rajaee Teacher Training University (SRTTU) 2020-12-01
• Series: Fanāvarī-i āmūzish
• Subjects: internet tools; cooperative learning; ict; math teaching; integration
• Online Access: https://jte.sru.ac.ir/article_1429_2cc17a2106aec2ea57542a9741c8add8.pdf

Background and Objectives: Today Internet has a substantial effect on all aspects of human life and has influenced every individual and social aspects. According to studies, more than 82 percent of Iran's population use Internet by the year 2019. Internet as an attractive and pervasive medium has a deep effect on economic, financial, administrative sectors as well as social, cultural, and scientific communications; and somehow has changed people’s lifestyle. This effect has been such that today a concept called digital citizenship is mentioned instead of the traditional concept of citizenship. Since instruction and learning are an important area of human life, reducing the increasing costs of instruction and improving students’ learning and teachers’ teaching have become a main challenge of educational systems, and officials and mangers therefore seek to solve such a problem. Generally, technologies as a new solution open promising windows for educational system administrators. From the advent and development of the Internet as a powerful and interactive tool, it has been at the center of attention of the administrators. The unique nature of the Internet and the fundamental differences with previous media have also attracted the attention of many teachers and professors. Internet provides numerous tools and facilities and could be a desired environment for overcoming challenges. These tools and facilities could be applied in different phases and parts of teaching. Some are appropriate for presenting materials, some for gaining and directing students’ attention, some for doing various practices, and some for doing cooperative and group projects. Therefore, researchers recently have studied how to use Internet tools for various purposes of teaching and learning. Investigating teachers' abilities and capabilities for using Internet tools in teaching and learning has become a main question for researchers. Therefore, the purpose of this study was to investigate the skills of math teachers of secondary schools in Ahvaz to integrate Internet tools in their teaching. Methods: The research method was descriptive survey in which a researcher-made questionnaire was designed. Developed questionnaire consisted of 41 Likert type questions which were divided into 5 categories. 10 questions were related to presenting the material, 9 questions to gaining attention and motivating learners, 13 questions related to designing and developing practices, 4 questions related to providing optimal feedback to learners and finally 5 questions related to facilitating cooperative learning. Reliability of the questionnaire was assessed by alpha coefficient and found to be 0.872. Then expert views were used for assessing the validity of the questionnaire. Statistical population was Ahvaz math teachers and based on the size of the population, all 67 teachers (37 males and 30 females) were selected from high-school teachers. Then the required data was gathered by the questionnaire.  Findings: The results this study indicate that the teachers' skills in using the Internet tools are almost poor. In other words, teachers' skills for presenting the materials (1.62), for gaining attention and motivating learners (1.55), developing practices (1.79), providing optimal feedback to learners (1.72), and for facilitating cooperative learning environment (1.23) were all lower than the assumed mean of the study. Conclusion: Theskills of teachers in integrating Internet tools into teaching including presenting the materials, gaining attention and motivating, developing practices, providing optimal feedback to learners, and for facilitating cooperative learning environment are all poor and need to be improved.   ===================================================================================== COPYRIGHTS  ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.  =====================================================================================