Abstract:
The question, “how does the UTAUT variables (Performance Expectancy, Effort
Expectancy, Social Influence and Facilitating Conditions) influence mathematics
teachers’ acceptance of ICT integration?” was investigated, using the four
constructs of the UTAUT framework. The four constructs were hypothesised to
influence teachers’ use of ICTs within the educational domain. Results from
structural equation modelling showed that three of the four constructs were
statistically significant. This study showed why South African mathematics
teachers integrate ICTs into their classrooms. Once the ‘why’ is understood,
changes can be made to further, and more successfully, enhance ICT adoption in
mathematics classrooms. Further, this paper also offers recommendations to
maximise the use of ICTs in education.
