مستوى التفكير التأملي و علاقته بتوظيف المعايير التكنولوجية (ISTE)‎ في الممارسات التعليمية لدى معلمي الرياضيات و التكنولوجيا في المرحلة الثانوية بمحافظات غزة

Abstract EN

The study aimed to identify the level of reflective thinking and its relationship with the employ of technological standards (ISTE) in the educational practices of teachers of mathematics and technology in the secondary school in Gaza governorates.

the study used the descriptive approach, the sample of the study consisted of (226) teachers representing (31.5%) of the study population in the seven education directorates in Gaza governorates.

The study instruments were a reflective thinking Scale consisting of (18) items, and a Scale of employing technological standards (ISTE) consisting of (24) performance indicators.

the study revealed that the level of reflective thinking and the degree of employing technological standards (ISTE) in the educational practices of teachers of mathematics and technology in the secondary school in Gaza governorates were high, and the level of both statistically significantly higher than the judgment level (80%), and that there is no statistically significant difference in the level of reflective thinking in educational practices between the teachers of mathematics and technology, while the results showed that there is a statistically significant difference in the degree of employing technological standards (ISTE) between the teachers of mathematics and technology in favor of technology teachers.

the study also found a positive correlation and statistically significant relationship between the level of reflective thinking and the degree of employing technological standards (ISTE) in the educational practices of teachers of mathematics and technology.

the study recommended the importance of enhancing the competencies of secondary school teachers on strategies of employing reflective thinking and technological standards (ISTE) in the educational process.