In order to compete in the 21st century, it is vital for policymakers and school
leaders to create technology-based classrooms for teaching and learning.
Teachers are of significant importance in implementing information and
communication technology (ICT) in schools. The purpose of this study was to
explore Grade 5 mathematics teachers’ experiences of using ICT in teaching
and learning. Furthermore, this study explored how the available resources are
used, as well as the challenges that teachers experience to implement ICT
tools in their lessons. This study determined how teachers perceive the use of
ICT in teaching and learning. Also, the researcher addressed the professional
development, technical training, as well as support the teachers received at
their respective schools.
The primary research question for this study is: “How do Grade 5 mathematics
teachers from well-resourced schools experience the use of ICT within their
classrooms?” The qualitative approach was used, and a descriptive case study
research design was selected to answer the research question. The
technology acceptance model (TAM) was used as a basis to determine the
themes of the study. The data collection strategies were questionnaires and
semi-structured interviews to determine teachers’ experiences of using ICT in
the mathematics classroom. Purposive and convenience sampling were used
to select the participants for this study. The participants comprised six
mathematics teachers from three well-resourced and independent schools
located in Tshwane, South Africa.
An overall conclusion is that this study reveals mixed feelings of both optimism
and reluctance when using ICT in mathematics. The results prove differences
in teachers’ perceived experiences of ICT in mathematics teaching and
learning. The individual schools as well as the teachers received different
levels of training, professional development and support from the institution,
and also face external and internal barriers when integrating ICT into the
classroom. However, despite these barriers, it is still clear that ICT is the future of learning. It is always important to understand that the responses of the
participants represent their own perceptions.