Abstract
The COVID-19 pandemic has significantly reshaped the educational landscape, accelerating the integration of Information and Communication Technologies (ICTs) into high school mathematics and science classrooms. This study investigates the experiences of high school mathematics and science teachers regarding ICT integration in the post-pandemic era. Specifically, it focuses on the challenges teachers face, the strategies they employ to address these challenges, and the impact of ICT use on teaching and learning outcomes.
Data were collected through semi-structured interviews with four high school mathematics and science teachers from two schools in Pretoria, South Africa. The interview questions were adapted from the Teachers’ Attitudes Toward ICT Survey (TASS). Thematic coding analysis was employed to interpret the data and identify recurring patterns.
The results indicate a substantial increase in the use of ICT tools, such as visualizers, graphing calculators, tablets, data projectors, and educational software, to maintain student engagement and learning continuity. However, teachers encountered several challenges, including technological barriers like software compatibility and connectivity issues, as well as student-related concerns such as over-reliance on AI tools. Additionally, resource limitations, particularly inadequate training and institutional support, posed significant obstacles. To navigate these issues, teachers adopted various strategies, including technological adaptations, pedagogical shifts, and making use of available training and support resources.
The findings highlight the benefits of ICT integration, such as enhanced student comprehension of complex concepts, improved engagement, and positive feedback from students. The study emphasizes the need for continuous support, professional development, and enhanced ICT resources to fully optimize their potential in education. These insights contribute to the broader discourse on ICT in education, offering recommendations for policymakers and educators to strengthen the effectiveness and inclusivity of ICT integration in high school mathematics and science instruction.
Keywords: Information and Communication Technologies (ICT), Science Education, Mathematics Education, Technology, Post-Pandemic Education