Investigating the Adoption and Integration of ICT in the Teaching and Learning of Mathematics

Abstract

This paper investigates the perceptions of undergraduate and postgraduate in-service teachers towards adoption and integration of ICT in the teaching and learning of mathematics in Zimbabwe’s schools. A total of 43 participants took part in the study. The data was collected using a 40-item questionnaire which contained 33 structured and 7 open-ended questionnaires. Focus group discussions were also undertaken in the study. The Statistical Package for Social Scientists (SPSS) was used to analyse the data. Chi-Square test and Analysis of Variance (ANOVA) were performed to test hypotheses of different treatment means. Some constructs were perceived to be very important while others were perceived to be not that important. The constructs which were consistently given high scores were; computer technology is easy to use, generates interest, improves confidence, gives quality lesson presentation, is motivating, enhances good career prospects, clarifies concepts, gives prestige and is pivotal for national development. Those constructs which were consistently ranked low included among others; ICT is addictive, time wasting and expensive. The study also shows that even though the majority of teachers percieved ICT in positive light, the teachers faced hurdles which militated against the adoption and integration of ICT in their teaching of mathematics. Prominent hurdles which were revealed include unreliability and unavailability of electricity and internet onnectivity, inadequate infrastructure and lack of relevant training that is necessary in the full utilization and integration of ICT in their actual teaching practices. Lack of administrators’ support and lack of access to computer laboratories were also cited as notable hindrances. Study findings also suggested that teachers’ negative perceptions towards ICT could be attributed to fear of losing relevance, authority and influence as they strongly felt that increased ICT use would lead to redundancy. It is therefore recommended that when embracing ICT in the teaching and learning of mathematics, empahasis must be directed towards those constructs which were identified to be statistically signifant in the study.