69 Rafi Nachmias, David Mioduser, Alona Forkosh-Baruch Proceedings of the Chais conference on instructional technologies research 2010: Learning in the technological era Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair (Eds.), Raanana: The Open University of Israel ICT Implementation in Mathematics and Science Education Study in Israel: Insights from SITES 2006 Rafi Nachmias Tel Aviv University nachmias@post.tau.ac.il David Mioduser Tel Aviv University miodu@post.tau.ac.il Alona Forkosh-Baruch Tel Aviv University alonabar@post.tau.ac.il Abstract 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. Keywords: ICT implementation, mathematics, science, SITES Introduction Information technologies, being an integral part of our everyday lives, is also becoming more frequently used in formal education. Therefore, in the 1990s of the 20th century, several policy papers related to ICT in education were published either by countries or by international or regional organizations (European Roundtable of Industrialist – ERT, 1997; OECD, 1999; UNESCO, 2003; World Bank, 1998), or by nationalities (Educational Testing Service, 2002; EMB, 1998, 2004; Finnish Ministry of Education, 1999; Singapore Ministry of Education, 2002). Israel was no different, publishing policy papers concerning ICT implementation in education (Ben-Zvi, 1997; Chen, 1996; Ministry of Education 1993). Hence, there were great expectations for ICT to create change in pedagogy – a tendency examined in a previous SITESm2 study (Kozma, 2003). The Second International Technology in Education Study, carried out in the years 2005-2007, was aimed to examine ICT implementation in teaching processes within schools. The Israeli team, accompanied by a national steering committee, was interested in the technological means which math and science teachers use to promote their teaching, and as a result – students' learning. The SITES 2006 study, a third in a series of three studies (two former studies were carried out during the last decade), is based on the two previous ones, in terms of methodology and results. The goals of the study are: (a) to map ICT usage in schools, (b) to provide insights regarding the means by which school and system factors influence ICT implementation by teachers, (c) to examine ICT implementation in teaching among 8th grade mathematics and science teachers. Results might