Abstract:

This study examined the use of information and communication technology (ICT) in mathematics teaching and learning in secondary schools in the Vhembe East District in the Limpopo Province of South Africa. The study adopted a mixed method approach as part of exploratory descriptive survey design and involved 60 purposively selected mathematics teachers from secondary schools in the Vhembe East District. Quantitative data was collected through the administration of a survey questionnaire. Qualitative data was collected through classroom observations in order to provide elaboration on trends that emerged from quantitative data. The study is underpinned by the Unified Theory of Acceptance and Use of Technology (UTAUT) as the underlying theoretical framework. The mathematics teachers demonstrated inadequate professional competence on general use of technology in mathematics teaching and learning. Effective ICT integration in mathematics teaching and learning was hampered by a myriad of barriers ranging from inadequate access to bandwidth to lack of appropriate professional training on the use of digital technologies. While the integration of digital technologies in mathematics teaching and learning created a captivating learning environment, the creation of products showing higher levels of learning remained a daunting challenge. The teachers bemoaned lack of appropriate professional training on ICT integration in mathematics teaching and learning and lack of critical support from the school management team. Contextually appropriate recommendations that can be adopted and implemented to bring about transformative change in relation to sustainable ICT integration in mathematics teaching and learning are provided. Theoretical implications for technology-enhanced teaching and learning are discussed.

Keywords:

Information and communication technology, technology-enhanced learning, technological pedagogical content knowledge, barriers.