Abstract
The integration of information technology (ICT) in education, particularly in mathematics education, has been debated locally and globally, with researchers and practitioners having opposing viewpoints; some support the idea, while others oppose it. The use and benefits of information technology in mathematics education, on the other hand, cannot be neglected, and this fact guided this research. Furthermore, ICT in Namibian secondary education sector is required to align education with ICT usage in a variety of different fields. It puts the onus on the teacher to develop his or her ability to integrate and utilise ICT in the classroom. However, some impediments prohibit teachers from properly using ICTs in the classroom. This is a worldwide phenomenon in developing countries that might also be the case at the particular secondary school identified for this study.
The purpose was to explore the experiences of Grade 11 mathematics teachers when integrating technology into their teaching at a secondary school in Namibia.
The study followed a case study approach with seven participants, all mathematics teachers with experience in Grade 11 mathematics teaching. Two different instruments collected qualitative data; focus group interviews and observations of two mathematics lessons from two different teachers. The data was analysed via suitable software (ATLAS.ti) and checked manually by an independent coder. Furthermore, the trustworthiness of the findings was ensured by following standard procedures.
The main findings from the study revealed that the barriers mathematics teachers experience in integrating ICTs are a lack of (i) sufficient technology-related skills, (ii) ICT integration training, (iii) competence in using equipment, and (iv) appropriate software and materials. Findings further indicated a greater need to equip schools with adequate computer technology and opportunities to train teachers. This study revealed that mathematics teachers demonstrated ICT in their classrooms through smart boards and collaborated by sharing notes, but mathematics teachers did not co-teach or developed their teaching materials. Based on the main findings, recommendations were made. First,
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opportunities should be available to train mathematics teachers in integrating computer technology in their classrooms, and second, secondary schools should be provided with necessary computer technology resources due to the low number of participants. Future research can be expanded to include mathematics teachers in other contexts.
Keywords: In-service Mathematics Teachers, ICT Integration, Grade 11 Classroom, ROOI TECH secondary school, Namibia