Teacher practice and integration of ICT: why are or aren''t South African teachers using ICTs in their classrooms
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Date
Authors
Graham, Marien Alet
Stols, Gerrit Hendrikus
Kapp, Ruan
Journal Title
Journal ISSN
Volume Title
Publisher
Eskisehir Osmangazi University, Faculty of Education
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.
Description
Keywords
Education, ICT integration, Technology acceptance, Mathematics education, Information and communication technology (ICT), Unified theory of acceptance and use of technology (UTAUT)
Sustainable Development Goals
Citation
Graham, M. A., Stols, G., & Kapp, R. (2020). Teacher Practice and Integration of ICT: Why
Are or Aren’t South African Teachers Using ICTs in Their Classrooms. International Journal of
Instruction, 13(2), 749-766. https://doi.org/10.29333/iji.2020.13251a.