Abstract:
This study investigated the factors that influence South African mathematics
teachers’ integrating of ICTs into their classroom practices. Guided by three
research questions namely: What ICTs are being implemented in mathematics
teachers’ classrooms? How are the ICTs being implemented in the teaching and
learning environment? Why are mathematics teachers’ implementing ICT in their
classrooms? A quantitative post-positivist research design was used and 191
responses were captured.
The top three ICTs available to participating teachers included: Personal
Computer/Laptop, Microsoft Word and E-Mail. How participating teachers
integrated ICT was broken up into two parts with the first part divided into three
sub-categories. The top ten of each category was identified and noticeably all of
them could be related back to educational functionality. In the second part a total
of 278 ICTs were identified and were later categorised into twenty categories. The
ICT perceived to have the biggest impact on the teaching and learning of
mathematics was a data projector. Further investigation along the SAMR model
indicated that the substitution category was by far the largest with 71.70% falling
within this category. A further 23.90% were integrating ICTs at the Augmentation
level, 1.89% at the modification level and 0% at the redefinition level.
Why participating teachers integrate ICT was investigated using the four
constructs (Performance Expectancy, Effort Expectancy, Social Influence and
Facilitating Conditions, Behavioural Intention) of the UTAUT framework. The four
constructs were hypothesised to influence teachers’ use of ICTs within the
educational domain. Results from Structural Equation Modelling (SEM) indicated
that three of the four constructs were statistically significant.
