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Implementation in Mathematics and Science Education Study in Israel : Insights from SITES 2006

The paper herewith presents findings from the third stage of the Second International Technology in Education Study (SITES2006), conducted between the years 2005-2007 as a survey of schools and teachers. The study was aimed to identify ICT-related pedagogical practices in mathematics and science in lower secondary Grade 8 level. This was achieved using an online data collection system. Results indicated that Israeli school principals in all sectors believe in the importance of ICT implementation in science and technology. However, although the student/computer ratio has improved, Israeli schools still hold a ratio higher than the aspired 1:10. As for ICT implementation in mathematics and science, these teachers rarely use information technology in their lessons, compared to their peers worldwide. Also, ICT usage does not facilitate innovative pedagogical paradigms; rather, it perpetuates traditional teaching and learning. This contradicts their attitudes, according to which ICT empowers their teaching abilities and promotes affective teaching and learning. Conclusions indicate several factors involved in ICT implementation in the two mentioned disciplines, depicting a complex reality, in which the gap between attitudes and practice requires special attention of Israeli policymakers.