Integrating classroom technology : South African mathematics teachers

Abstract

Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating technology in teaching mathematics in developing countries, this study investigates which technologies South African teachers are integrating in their classrooms and how. This quantitative study showed that, although the most commonly used technology was a laptop/computer, the use of data projectors as teaching aids was most effective. Further investigation indicated that 72% of participants used a data projector as a substitute for the chalkboard or overhead projector and did not change their teaching when integrating technology. This study found that it is important to create professional development programs that focus on training teachers to make fundamental pedagogical shifts when integrating technology in their classrooms.