Abstract
Emerging technologies are rapidly increasing into almost all areas of human interaction. In line with this, South Africa is increasingly developing the learning outcomes for the 21st century skills to prepare young people to be able to cope with the demands of the digital world. This study therefore explored the experiences of mathematics teachers in the use of smartboards. Qualitative case study research method was conducted with six participants from three township schools through convenience sampling. Data was collected by means of semi-structured interviews, observations and document analysis. The Technological Pedagogical Content Knowledge (TPACK) framework was used to analyse data collected. This framework is relevant to this study to understand mathematics teachers’ experiences on the use of smartboards. Findings suggested that that teacher training was not sufficient and did not prepare them adequately to use smartboards effectively to teach mathematics. School management should support the use of smartboards in schools and come up with strategies to address the challenges that teachers are facing when they use the smartboard in their classrooms. This study confirmed that there is a need for a pedagogical framework that can be used to guide teachers when they use the smartboard. This framework should be included in teacher training programmes so that teachers understand how smartboards should be used to enhance and improve mathematics teaching and learning.
M.Ed. (Information and Communications Technology in Education)