Graham, Marien AletStols, Gerrit HendrikusKapp, Ruan2021-07-122021-07-122020-04Graham, 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.1694-609X (print)1308-1470 (online)10.29333/iji.2020.13251ahttp://hdl.handle.net/2263/80766The 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.en© 2020, Eskisehir Osmangazi University. International Journal of Instruction is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.EducationICT integrationTechnology acceptanceMathematics educationInformation and communication technology (ICT)Unified theory of acceptance and use of technology (UTAUT)Article