Abstract
is vital to assess and comprehend educators' preparedness to use digital technology in education in order to find an appropriate strategy to integrate digital technology into the curriculum. The aim of this study is to investigate the perceived levels of preparedness among mathematics teachers to use digital technology for both learning and teaching. A sample of 309 mathematics educators from various schools in Johannesburg took part in the study. The Unified Theory of Acceptance and Use of Technology (UTAUT 2) served as the theoretical framework for the study. The UTAUT2 framework was used and expanded by incorporating the factor of Technological Pedagogical Content Knowledge (TPACK), specifically Technological Pedagogical Knowledge, which aimed to explore how the teachers pedagogic potential impact mathematics teachers' inclination to incorporate technology for pedagogic purposes. Exploratory and confirmatory factor analyses and the Structural Equation Model (SEM) were used to investigate the construct's structure and their relationships. The findings indicated that Pedagogic potential, Hedonic motivation, Facilitating conditions, Performance expectancy, Actual integration, Social, and Descriptive norms and Limitation awareness, significantly and positively influenced mathematics educators' preparedness to integrate technology into their teaching, while Intention of use and Effort expectance had a negative but significant influence on preparedness to integrate technology into their teaching. Among the factors considered, PP was endorsed strongly with explained variance of 71.4%, followed by HM with an explained variance of 58.6 %. LAW received the lowest level of positive endorsement at 18.2%, following SI_D, which had an endorsement rate at 52.2%. Interestingly, both EE and IOU exhibited strong but negative explained variances of and respectively. These findings can aid policymakers, curriculum planners, and other stakeholders in the education sector in gaining a clearer understanding of how to support secondary school mathematics educators in increasing their preparedness to seamlessly incorporate digital technology into the teaching and learning process. Additionally, the study demonstrated the effectiveness of the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) framework in elucidating how Mathematics teachers view the incorporation of ICT into their teaching methods.