Teachers’ experiences of ICT use in Grade 5 mathematics classrooms

dc.contributor.advisorBotha, Hanlie
dc.contributor.coadvisorMoodley, Kimera
dc.contributor.postgraduateAbdul-Razak, Nasreen
dc.date.accessioned2021-02-12T09:37:24Z
dc.date.available2021-02-12T09:37:24Z
dc.date.created20/10/02
dc.date.issued2020
dc.descriptionDissertation (MEd)--University of Pretoria, 2020.
dc.description.abstractIn 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.
dc.description.availabilityUnrestricted
dc.description.degreeMEd
dc.description.departmentScience, Mathematics and Technology Education
dc.identifier.citation*
dc.identifier.otherS2020
dc.identifier.urihttp://hdl.handle.net/2263/78450
dc.language.isoen
dc.publisherUniversity of Pretoria
dc.rights© 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectUCTD
dc.subjectMathematics
dc.subjectPrivate schools
dc.subjectTeachers
dc.subjectGrade 5
dc.subjectICT
dc.titleTeachers’ experiences of ICT use in Grade 5 mathematics classrooms
dc.typeDissertation

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