Abstract
During the global pandemic an approach to teaching, lesson planning and classroom preparation had to be adjusted. On one hand online teaching made it impossible to use conventional methods teachers were used to employ in their math and physics classes.
On the other hand, the online environment offered several new and exciting opportunities to explore. Lots of previously not that frequently used online, or offline applications and websites started to get recognized and used. Many new materials of all kinds were created by teachers and shared online (e.g. in teacher groups on
Facebook, online libraries, websites for teachers, etc.). The amount of online videos
(YouTube, Khan Academy, etc.) surged and views of instructional or educational videos for all grades increased as well.
This unexpected and sudden appearance of new resources caught our attention. We were interested in ways in which mathematics and physics teachers' use of resources has changed due to the Covid-19 outbreak. In accordance with Winter et al. (2021) we expected increase in the use of technology and new software environments during the pandemic. However, we were also interested if teachers still use some of these resources post Covid-19 as several studies (such as Chinnathambi et al. (2021)) suggest positive impact of online resources on learning and recommend using these practices even post Covid-19.