مدى توظيف معلمات الدراسات الاجتماعية بالمرحلة الابتدائية أدوات الدعم الإلكتروني بمنصة "مدرستي" ومعوقات استخدامها
The aim of the research is to identify the extent to which social studies teachers employ electronic support tools on the Madrasati platform, and the obstacles to their use. "The extent of employing electronic support tools on the Madrasati platform" I got a high level of employing the electronic support tool on the "Madrasati" platform for social studies teachers in the primary stage, where the general average of the dimension was (4.07), where the use of multimedia ranked first with an arithmetic average of (4.168). Then, the employment of electronic activities came in second place, with an arithmetic average of (4,128). Then the employment of chats came in the third place with an arithmetic average of (4,108), and the employment of Ain channel came in the fourth place with an arithmetic average of (4,096), and in the fifth place came the employment of virtual classes with an arithmetic average of (4,070), and in the sixth place came the employment of evaluation and electronic tests with an arithmetic average of (4,054). Finally, the use of notes and the whiteboard came in the last two ranks, seventh and eighth, with an arithmetic average of (3.99). The results also showed that: 1) there were statistically significant differences when employing the electronic support tool and obstacles to employing the electronic support tool for years of experience in favor of female teachers with experience from (5-10) years, as their arithmetic mean in the two dimensions, respectively, was (192.38) and (66.45), while the arithmetic mean for female teachers was (192.38) and (66.45). Women with more than 10 years of experience in the two dimensions respectively (179.75), (59.51). 2) The absence of a statistically significant difference between the mean scores of the social studies teachers in the primary stage after employing the electronic support tools according to the difference in the educational qualification (Bachelor's / Master's and PhD), as the value of T was (1.60) and it was not statistically significant. 3) And there is a statistically significant difference between the mean scores of social studies teachers in the primary stage in the dimension of obstacles to employing electronic support tools according to the difference in academic qualification, as the t value was (2.55) and it was a statistical function with a significant value of (0.011). The arithmetic mean for female teachers was (67.76), while the arithmetic means for female teachers who obtained a bachelor’s degree was (62.27). The study recommends several recommendations, including: the need to enhance the digital skills of preparing and designing lessons electronically for teachers through holding training courses for this, and providing guidance to students through the learning process through the "Madrasati" platform. (Published abstract)